A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results-a just pre-pandemic randomised controlled mixed-method study.

We tested for feasibility, acceptance, and "non-inferiority" of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL).

Progress testing anytime and anywhere - Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool?

Background: The widespread use of mobile devices among students favors the use of mobile learning scenarios at universities. In this study, we explore whether a time- and location-independent variant of a formative progress test has an impact on the students' acceptance, its validity and reliability and if there is a difference in response processes between the two exam conditions.

Methods: Students were randomly assigned to two groups of which one took the test free of local or temporal fixations, while the other group took the test at the local testing center under usual examination conditions.