The Effectiveness of Online Problem-Based Learning in Finance Education

This study investigated the cultural impact on the perception of the effectiveness of Online Problem-Based Learning (OPBL) by Bahraini finance undergraduate students. Employing a mixed-methods approach, the study analyzed forty-three questionnaire responses, eight interviews, and sixty-six reflective writings. The findings highlight that collectivist cultural values, hierarchical expectations, and the perceived authenticity of problems strongly shaped students’ perceptions. The facilitator’s intervention was essential for sustaining collaboration, as direct confrontation is normally avoided in a collective society like Bahrain. Furthermore, while autonomy, when unsupported, could overwhelm learners, students showed a significant adaptation over time. Despite initial uncertainty about the absence of a single correct answer, the OPBL approach ultimately helped students embrace ambiguity as a realistic feature of financial decision-making. The study suggests a focus on evaluating students’ prior knowledge, actively managing group dynamics, using appropriate technology, and ensuring stakeholder buy-in when designing university courses that employ OPBL.