We present our findings from a survey of student experiences with online teaching from the first lockdown in Denmark during the spring of 2020.
Students were in favour of recorded presentations (as opposed to live lecture-style presentations). On the other hand, activities that involve active learning were affected: student-teacher interaction as well as student-student interaction took a hit. This is in particular a cause for concern for group-based PBL projects, which are central to the degree programmes at AAU.
In this paper we discuss these findings. On one hand the move to online teaching has been a rapprochement to the notion of flipped teaching in the sense that video presentations are becoming widespread and accepted by-need. On the other hand, the rationale of flipped teaching, which has been to move the focus away from presentations to active learning, has not been realised in the setting of the lockdown. When it comes to PBL, the negotiation of meaning and group dynamics are in danger of being severely hampered by the limited technological affordances experienced within an online setting.
The results of our survey point towards the need for hybrid approaches to be used in online PBL settings that involve project work including student supervision, group collaboration and association with external partners.

How did PBL manage during the transition to online teaching due to the COVID-19 lockdown?

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