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Abstract
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 language | English |
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Journal | Communications of the Association for Information Systems |
Volume | 48 |
Pages (from-to) | 161-168 |
Number of pages | 8 |
ISSN | 1529-3181 |
DOIs | |
Publication status | Published - 23 Feb 2021 |
Keywords
- COVID-19
- Higher Education
- Online Distance Teaching
- Problem-based Learning
- Project Group
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Dive into the research topics of 'Problem-based Learning during the COVID-19 Pandemic: Can project groups save the day?'. Together they form a unique fingerprint.Projects
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Accelerated digital transformation at University: Coping with COVID-19
Nielsen, J. A., Madsen, S., Haslam, C. R., Høgedahl, L. & Benfeldt, O.
Independent Research Fund Denmark | Social Sciences
01/04/2020 → …
Project: Research