@article{SimboeckMarksteinerMachaceketal.,
  author    = {Simb{\"o}ck, Elisabeth and Marksteiner, Jessica and Machacek, Thomas and Wiessner, Katharina and Gepp, Barbara and Jesenberger, Veronika and Weihs, Anna and Leitner, Rita},
  title     = {The Power of Problem Based Learning beyond its Didactic Attributes},
  series = {Journal of Problem Based Learning in Higher Education (JPBLHE)},
  volume    = {9},
  journal   = {Journal of Problem Based Learning in Higher Education (JPBLHE)},
  number    = {1},
  pages     = {109 -- 130},
  abstract  = {Hybrid courses with a focus on practice-orientated education and self-guided learning phases are on the rise on the higher education sector. Disciplines in Life Sciences implicate a high degree of practical laboratory expertise. The University of Applied Sciences (UAS) in Vienna, Austria, has thus been endeavoured offering students a high qualitative education integrating hybrid courses based on PBL principles, which consist of on-site (including the transmission of necessary background and practical laboratory training) and off-site (including self-study phases) sessions. As practical laboratory units are central in those courses, the restrictive measures, including the transition to a complete online teaching format due to the first Covid-19-pandemic lock-down, had severe effects on the implementation and the quality of the curriculum. According to surveys made specifically to address this problematic situation, it can be concluded that on-site practical units are fundamental for certain disciplines such as Life Sciences.},
  subject      = {Problem-based Learning},
  language  = {en}
}