A mixed-methods research study was designed to test whether undergraduate engineering students were better prepared to learn advanced topics in biomedical engineering if they learned physiology via a quantitative, concept-based approach rather than a qualitative, system-based approach. Experiments were conducted with undergraduate engineering student participants and the resultant quantitative and qualitative data were evaluated. This dissertation presents three contributions that have been made to the field of biomedical engineering education: a curriculum contribution, an applied pedagogical contribution and a theory-testing contribution. The curriculum contribution focuses on the physiology sub-curriculum of undergraduate biomedical engineering programs and describes a process by which physiology courses structured around organ systems can be converted to courses that focus on core physiology concepts. An applied pedagogical or teaching contribution is made through the observation of interaction in spaces used for collaborative problem-solving in an online undergraduate learning environment. An online discussion forum, avatar-based chat in a multi-user virtual environment and a wiki are evaluated in this study. Finally, the theory-testing contribution utilizes qualitative research methods to analyze data from the learning records of study participants for evidence of adaptive expertise. A multiple case study comparison of participants with low, mid and high scores on the Index of Adaptive Expertise is reported. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]