Projects per year
In this paper, we describe how a Danish problem-based learning university adapted to the circumstances surrounding the coronavirus disease of 2019 (COVID-19) pandemic. Our findings reveal that digital problem-based learning mitigated some negative consequences that appeared with the lockdown and resulting shift to 100 percent online teaching. While students prefer the traditional face-to-face teaching mode due to the energy, variation, and socialization associated with on-campus learning, we observed that students who have worked in project groups had a more positive experience with online learning, which indicates belonging to a project group can increase students’ motivation to participate in online teaching activities. Our findings challenge the idea that problem-based learning revolves around face-to-face interaction on campus. We highlight lessons that we learned when we rapidly shifted to online distance teaching.
|Journal||Communications of the Association for Information Systems|
|Number of pages||8|
|Publication status||Published - 23 Feb 2021|
- Higher Education
- Online Distance Teaching
- Problem-based Learning
- Project Group
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01/04/2020 → …