Collaborating Courses through Problem-Based Blended Learning

This study explores students' perspectives on the integration of Problem-Based Learning (PBL) and Blended Learning (BL) in a collaborative course environment. By examining a cohort of undergraduate students across two interdisciplinary courses, the research aims to understand how these pedagogical approaches influence student collaboration, engagement, and perceived learning outcomes. Data were collected through surveys and one-to-one semi-structured interviews, revealing that students generally appreciated the flexibility and interactive nature of BL and active learning of PBL. However, few students faced challenges with team coordination, time management, and guidance intensity during the PBBL implementation. The study concludes with recommendations for educators to enhance collaborative learning through strategic course design.