ABSTRACT
This chapter begins by exploring five central assumptions about the state of learning in higher education, namely the learning context, curriculum design, pedagogy and quality and then an extensive section on assessment. It will explore the mistakes that are often made, from the choice of scenarios, the approach to facilitation and assumptions about students’ capabilities online. The chapter closes by suggesting that one key mistake is to overlook the importance of threshold concepts in problem-based learning and particularly in PBLonline.
