Problem-based Learning during the COVID-19 Pandemic: Can project groups save the day?

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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.

Original languageEnglish
JournalCommunications of the Association for Information Systems
Pages (from-to)161-168
Number of pages8
Publication statusPublished - 23 Feb 2021


  • COVID-19
  • Higher Education
  • Online Distance Teaching
  • Problem-based Learning
  • Project Group


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