抄録
The shift from an exclusive reliance on systematic learning to experiential learning has gained prominence in Japanese university education. This study examines problem-based learning (PBL) and its role in university management education, including its historical context and distinctive characteristics. Amid these transformative shifts, it is essential to understand the COVID-19 pandemic’s impacts, which compelled a transition from face-to-face to distance learning, on the efficacy of PBL education. This study investigates the nuances of students’ learning experiences pre- and post-pandemic, shedding light on the evolving dynamics of education. Additionally, it examines the differences in learning effects between online and face-to-face PBL programs and underlines the challenges and potential of remote PBL instruction by focusing on industry-academia collaboration courses offered in first-year education at universities. It provides insights into the future of university education in an increasingly digital world while offering a comprehensive overview of PBL's potential within this changing educational landscape.
https://ror.org/03sf6p593 
