This article presents a case example of a unit of study conducted in an Australian university that interfaced online and problem-based learning. The case example is presented in relation to the broader social, economic and technological climate characterizing higher education in the twenty-first century. Monash University's response to changes in the broader climate in terms of the "Graduate Outcomes Statement" and the "Effective Teaching and Learning Policy" are described, and these linked to the case presented in order to offer an example of how online and problem-based learning may be interfaced in order to meet institutional requirements while providing students with appropriate and flexible learning opportunities. (Contains 3 tables and 2 figures.)