During the spring of 2020,a nationwide lockdown occurred in Denmark due to the COVID-19 virus outbreak, and as a result,all educational institutions were closed for physical activities. This resulted in all learning activities being forced online, and thus created a unique opportunity for exploring what does and does not work in an online setting. This project seeks to understand how Problem-Based Learning and the Aalborg Model at Aalborg University areaffected by thismove. This understanding was sought through Deweyan pragmatism and a post-phenomenological reference point. Using the intrinsic case study as a frame for the study, interviews and participant observation were utilized to understand how PBL unfolded onlineat AAU. This study concludes that technological mediation in online learning activities has a profound effect, and without adjusting the curriculum for an online context, AAU’s goals for PBL will greatly suffer. We call for further research into what happens with PBL when it shifts online, and for other researchers to use this study as a foundation for further action. Furthermore, we reflect upon how pragmatism and post-phenomenology complementeach other, and how ethnographic methods being purely online has affected our resultswhile being performed within the researchers' own institution.