In everyday and professional lives, people solve problems. "Alles Leben ist Problemlösen" (Popper, 1991). Rather than transmissive instruction about the world, higher education should engage learners in solving the complex and ill-structured problems that they will encounter in the workplace. All higher education courses should engage problem solving, because problems are authentic; they provide an intention to learn, and they result in more meaningful and memorable learning. Engaging and supporting problem solving online is difficult, in part because of the limitations of online course management systems to support alternative forms of instruction. Popular systems (WebCT, Moodle, etc.) do not support alternative forms of knowledge representation by learners, authentic forms of assessment, or the use of distributed tools to scaffold different forms of reasoning. In this presentation, I describe different kinds of problem solving that can and should be supported in online learning in higher education contexts. Next, I demonstrate online problem-based learning environments for engaging and supporting different kinds of problems in different domains. In order to become scalable, I describe the development and initial testing of architectures for developing learning environments for solving story problems, troubleshooting problems, and policy analysis problems. Developing and testing these architectures will prove challenging, however, the greatest difficulty may be convincing higher education and business educators of the need for learning to solve problems.