As an active learning strategy, project-based learning (PBL) is widely advocated in STEM disciplines. Incorporating PBL into the lower-level science core courses has been challenging due to the large class size. Especially during the COVID-19 Pandemic in 2020, there have been significant challenges raised for project- and problem-based learning implemented in remote environments worldwide. In this study, a semester-long curiosity-driven project was carried out in the introductory biology courses in the form of a scientific research poster, with three different course modalities – face-to-face classroom, asynchronous online class and HyFlex class. Utilization of the Virtual Exhibition Hall (VEH) as an innovative instructional platform is proposed to overcome the limitations of project exhibition and interaction due to the large class size and course modalities. To examine the effectiveness of PBL in different modalities of the same science core course and to assess the use of an innovative virtual reality platform, the SoTL research method with both quantitative and qualitative instruments was designed to collect data regarding students’ learning experience. Preliminary data has demonstrated a positive impact on student outcomes and satisfaction, including a considerable increase in intrinsic motivation and attitudes regarding science. More data will be collected from all three course modalities in 2020 and 2021.

Ongoing Project-based learning in different modalities of the introductory biology course during the pandemic

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)