In this article, the authors present a retrospective analysis of an instructor’s multiyear redesign of a course on organization theory into what is called a hybrid Classroom-as-Organization model. It is suggested that this new course design served to apprentice students to function in quasi-real organizational structures. The authors further argue that the quality of students’ apprenticeship experiences was influenced by three factors: (a) the relevance of the course content, (b) the authenticity of classroom exercises and activities, and (c) the physical context of the course. The authors substantiate their arguments by incorporating quantitative and qualitative data from eight rounds of course evaluations in their analyses. It is believed that the ideas discussed herein will be particularly interesting to instructors of organization theory and to other instructors who use Classroom-as-Organization models.

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One of the key arguments for problem-based learning as a holistic, learner centred pedagogical method rests on the premise it addresses multiple facets of learner development rather than decontextualised, content related learning outcomes. Fostering meta-cognitive ability in an attempt to develop self regulatory, autonomous learning habits is an important goal of PBL learning environments. Using a small pool of data from students' Learning Journal entries from an institution which implements PBL as the sole methodological framework, this article explores the nature, type and possible conclusions from a range of student responses within a specific context. The purpose of this seminal work is to demonstrate the faint but discernible patterns one can observe through such students' work which mark their respective positions in the spectrum of ability for self regulated, self directed learning.

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