Problem-based Learning: the AfricaLics experience

Abstract

The pandemic situation caused by COVID-19 amplifies the volatility, uncertainty, complexity, and ambiguity of society, suggesting that the unpredictability of this will be further maximized in 2021. Each field in society is selecting and executing digital transformations as one of the strategies to flexibly cope with such uncertainty and sudden changes in an environment that requires different lifestyles to lead daily lives. The education field is not an exception and universities are implementing digital transformations that move from face-to-face education that is held in a classroom environment to online learning in the virtual environment. Hanyang University has developed and operated an innovative teaching and learning model called IC-PBL (Industry-Coupled Problem/Project-Based Learning) to flexibly respond to rapid social changes and to cultivate outstanding individuals with capabilities needed in society. IC-PBL, which has been based on the face-to-face classroom environment, is also in the process of digital transformation due to such environmental changes. Previously, in IC-PBL, the online learning environment played an auxiliary role to support learning. However, as the online learning environment has suddenly been highlighted as the main learning environment of IC-PBL, various issues related to the design and operation of PBL classes in actual education fields are being raised. In this study, the results of participation observations, in-depth interviews with instructors and learners were analyzed through qualitative research on 8 classes in Hanyang University's engineering department. As a result, PBL courses strategies, in accordance with 5G, were presented to make PBL classes in blended environments into successful digital transformations. This demonstrates that PBL courses that have been mostly conducted only in face-to-face environments successfully achieved digital transformation in the post COVID-19 era and have presented strategies that can be used in educational attempts and practices necessary to create sustainable performance as a qualified class.

Recent developments in higher education in Africa: partnerships for knowledge transformations

“…The African Network for Internationalization of Education (ANIE), in collaboration with OBREAL Global, is currently implementing an EU-funded programme bringing together African and European universities to exchange experiences on how to utilize the opportunities of internationalization and digitalization to support research and postgraduate training in Africa. Most important is the need for African governments to fulfil their proposed commitment to dedicate at least 1% of their GDP to research (Zormpa et al. , 2021).…”