Paper	Continent (country)	HE level	Discipline (programme/ course)	SCL approach	Course design
(Adinolfi & Giancotti, 2021)	Europe (Italy)	Master	Business, Administration & Law (Programme “Leadership and Change Management”)	Project-based learning	Aims: “to provide leadership skills for small groups, large organizations, and the strategic level, with a particular focus on managing change in the digital dimension." (p. 4) Initial situation: Before redesigning the course, but after the shift to online learning, a reduction of participation and a higher density of verbal interaction involving a lower number of participants in the different types of sessions was noticeable. Also, attempts to unblock participants’ inhibition was unsuccessful. According to the authors, "the recorded online sessions hindered knowledge transfer, reducing “knowledge entropy” as well as the quality of the interactions, with the loss of tacit and emotional knowledge transfer. In addition, the opportunities of casual interactions diminished drastically, and participants tended to restrict their interactions with those most similar to them." (p. 10) Description of the (re)design: The redesign of the course included adjustments in the structure of teamwork sessions to facilitate knowledge exchanges and communication, the incorporation of informal meetings without recording and outside the formal schedule and the reduction of the duration of sessions. Participants were also asked to show their face for non-verbal communication. Regarding the programme structure, the third module on critical evaluation was postponed to the fourth module on communication and, within this, an Exhibition Day in presence was organized. Also, some talks to recall and strengthen the teambuilding experiences of the first modules were offered. (p. 11).
(Arcos-Alonso & Alonso, 2021)	Europe (Spain)	Undergraduate	Business, Administration & Law (Course “Statistics Applied to Business”)	Problem-based learning	Aims: Teach students the fundamental aspects of statistical inference and its application to business analysis. Prerequisites: Competencies acquired in the subject taught in the first term of the second year of the BSc. Initial situation and description of the (re)design: The course is in its second phase of the innovation process that began in the academic year 2019/2020, focused on training for transversal competency social and ethical responsibility. In the academic year 2019/2020, it was decided to further delve into social and ethical values and grant greater relative weight to this competency, going from 10% to 50% in the evaluation of the subject. As a result of the digital shift, the eGela and Blackboard Collaborate platforms were used as interaction channels, as well as Skype and email. (pp. 281, 285)
(Ehlers, 2020)	Europe (Germany)	Undergraduate	Business, Administration & Law (Course “New concepts”)	Problem-based learning	Aims: “The course focuses on a red-hot topic: the consequences of digitalisation, artificial intelligence and big data on our society. The key task […] is to develop a future scenario in the light of artificial intelligence and Big Data of the year 2040" (p. 57). Initial situation and description of the (re)design: The course design was applied and improved for some years, but it was “regularly carried out on campus in blended learning format” (p.572). In this case, the course was exclusively carried out online during the whole semester. It is based on competence learning and built upon the concept of student-centered teaching in a socio-constructivist teaching/learning setting.
(Halaweh, 2020)	Middle East (United Arab Emirates)	Undergraduate	Business, Administration & Law (Course “Innovation and Entrepreneurship”)	Problem-based learning	Description of the (re)design: “The author has adopted PBL as an assessment method in a course, […] with the project being worth 80% of the total course grade. […] The course was taught online using Microsoft Teams. The instructor used Teams to create small groups of five to six students who met online to discuss their project separately from the other groups during class time" (p. 5).
(Havenga, 2020)	Africa (South Africa)	Undergraduate	ICT (Course “Computer Science”)	Problem-based learning	Description of the (re)design: "The lecturer restructured the course to enable students to achieve the outcomes using online PBL. The students were required to manage and upload their assignments (PBL robotics tasks) on the eFundi university learning management platform (developed by Sakai). In addition, students used WhatsApp to share information and the lecturer provided additional support regarding some challenges that students experienced with the simulation programs. Particular robotic scenarios were ‘drivers’ for active learning and group work that required problem solving, critical thinking and innovation while employing the PBL approach. Further, opportunities were provided for cooperative problem solving and the development of SDL. Students participated in an online learning community using Zoom" (p. 342).
(Klegeris, 2020)	North America (Canada)	Undergraduate	Natural Science, Maths & Statistics (Course “Biochemistry”)	Problem-based learning	Aims: Students will be able to: (1) Gain knowledge on several human disease-related topics through independent study and mastery of lecture material (2) Apply their knowledge to solve clinically-relevant problems (3) Develop their group-work skills (4) Enhance their ability to read and critically analyse primary research articles (5) Advance their problem-solving skills (6) Improve their critical thinking skills (7) Independently research reliable sources of biomedical information (8) Exercise professional behaviour (9) Reflect on their metacognitive skills (10) Practise effective note-taking techniques during lectures (11) Develop competitive job application packages" (p. 4). Initial situation: In the past, this course consisted of didactic lectures only. It was transformed to mixed-mode instruction over a seven-year period in two stages. During the second stage of three years and concluding in 2018, most in-class lectures were pre-recorded and offered to students as screencasts, in order to dispose of class periods for alternative learning opportunities. Description of the (re)design: “Students work in randomly selected groups of seven or eight throughout the first block. Students are not told in advance what diseases will be covered in each block, and they are not expected to study or prepare for the first PBL session. […] The main challenge was transitioning PBL to an online environment, but it was accomplished with the help of students over a single session”: 1) discussion and chat areas were created for each PBL group on the online institutional course platform but during the first remote PBL session all groups independently transitioned to Facebook Messenger, 2) Google Docs was used by the PBL groups to collaborate on online discussions to provide answers to case guiding questions (with previous preparation of each individual student), and 3) before the start of each PBL session, the course instructor emailed a schedule of the 80-minute period to all students. “Each group was required to email the course instructor a single document summarising their online discussion, answers to guiding questions and a list of students participating within 24 hours after the conclusion of the PBL session. The course instructor, or the teaching assistant, combined all PBL-related notes received from individual groups and made this information available to the class on the online course platform” (p. 5).
(Mejía, 2020)	South and Central America (Mexico)	Undergraduate	Natural Science, Maths & Statistics (Course “Electrochemistry”)	Problem-based learning	Initial situation: The author (instructor) had already applied PBL in another experimental course of Electrochemistry for over a decade before this new course. In addition, the author had also started designing this new course based on a PBL approach three years before. Description of the (re)design: The course adopted a group PBL and a flipped classroom approaches combined with a frequent formative assessment through weekly Google questionnaire forms. The activities were designed to be carried out asynchronously and weekly deliverables were to be uploaded to tasks in Edmodo. In synchronous Zoom sessions, doubts and activities were mainly discussed, and general information for the next activities were provided.
(Quintana & Quintana, 2020)	North America (USA)	Master	Education (Course “Principles of Software Design for Learning)	Project-based learning	Aims: “to gain practical experience in designing learning technologies that address key issues in learning sciences, learning theory and human–computer interaction” (p. 526). Initial situation: "The original course design integrates ideas from approaches for teaching design in higher education settings and other work about project-based pedagogies in different fields. The core course activity involves a semester-long group project (3–5 students) to design a learning technology, moving from project proposal to final conceptual prototype” (p. 526). Description of the (re)design: “The instructor approached the shift to online instruction through the lens of care theory, which framed course modifications that aimed to alleviate student anxiety. These changes were also guided by the instructor’s replacement of analytic grading rubrics with a simplified specifications grading approach. […] The instructor eliminated the final paper requirement and asked students to incorporate the theoretical rationale originally slated for the paper into their project presentation. […] "After moving online, the instructor continued to hold class at the regularly scheduled time through videoconferencing software. This decision allowed the instructor to use class time for design critiques as before, with some modifications. The instructor introduced whole-group critiques, with each group sharing progress and presenting their design outlines in one session and design sketches in a subsequent session. […] "Following both of these presentation sessions, the instructor created “breakout rooms” that allowed students to resume their group work” and to get feedback and assistance from the instructor (pp. 528–530).
(Singh et al., 2021)	North America (USA)	Undergraduate	Health & Welfare (Course “Effective Advanced Pharmacy Practice Experience”, APPE)	Case-based learning	Aims: “to develop and refine the students' knowledge, critical thinking skills, evaluation and assimilation of scientific evidence, attitude, and behavior necessary to provide patient-focused disease management” (p. 185). Initial situation: This online elective APPE rotation was developed to ensure students could continue progressing towards degree completion, following the guidance from the accreditation council for pharmacy education in light of the pandemic. Description of the (re)design: The course was based on asynchronous independent work and synchronous video conferencing using Zoom and the university-supported learning management system, CANVAS. The coordination and implementation of the course was carried out by a diverse team of preceptors comprised of faculty and residents, and 24 other pharmacy professionals served as preceptors or expert presenters. Staff and administrators assisted students with scheduling, information technology support, and other logistical processes and tasks such as daily maintenance and update of CANVAS. The sessions included "time dedicated to individual case work-up followed by case discussion, knowledge assessments, and specialist presentations delivered live via video conferencing, […] (and) each section rotated every two weeks in each of the following areas: acute care, ambulatory care, and drug information/journal club. Three faculty members, each with expertise in their assigned area, served as section coordinators" (p. 185).