This abstract presents the preliminary results of a multi-sited ethnographical study of students´ collaboration in a hybrid PBL environment. By short descriptions of five project groups, focusing on digital technology, meeting frequencies and –locations, the abstract illustrates the diversity in the collaboration practice across the groups. Further, it argues that empirical insights on students’ collaboration practice and use of technology is essential for nuance the debate on technology and education. Empirical studies, showing the hybridity and diversity of self-directed learning, can move the debate from deterministic questions of use-or-not-use to concerns of how to support students to develop and reflect on their existing digital practice.

Student collaboration in a hybrid PBL environment – diversity in collaboration practice

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