scholarly journals Boosting critical thinking in a Project Management course: An active learning experience

2016 ◽  
Author(s):  
Jasmina Berbegal-Mirabent ◽  
Dolors Gil-Domènech ◽  
Clara Gieure
Keyword(s):  
Critical Thinking ◽  
Project Management ◽  
Active Learning ◽  
Quantitative Methods ◽  
Production Systems ◽  
Learning Experience ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Learning Activity ◽  
Assessment Tasks

The present study reports the experience of a project-based learning activity in which students are asked to plan and assess the viability of an event. This activity is part of a Project Management course taught at Universitat Internacional de Catalunya, in a Masters’ Degree in Business Administration and Production Systems. With this activity students are required to apply the acquired technical skills while use different quantitative methods and tools to interpret data for decision-making. By introducing self- and peer- assessment tasks, this activity also boosts critical thinking. The results show that active learning materialized in the form of project-based learning activities make courses more enjoyable for both instructors and students, and most importantly, contribute to develop students’ skills such as teamwork and critical thinking. The findings also reveal that although pre-class readings and lectures are useful, students do not fully understand and realize about what they learn until they are actively involved in activity where they should apply the new knowledge acquired.

scholarly journals Enhancing Cultural Intelligence and Digital Literacy in Accounting Education: Insights from a University’s Global Student Consulting Programme

2021 ◽  
Vol 9 (2) ◽  
pp. 1-12
Author(s):  
Clarence Goh ◽  
Yuanto Kusnadi ◽  
Gary Pan ◽  
Poh Sun Seow
Keyword(s):  
Active Learning ◽  
Cultural Competency ◽  
Digital Literacy ◽  
Recent Literature ◽  
Learning Experience ◽  
Project Based Learning ◽  
Cross Cultural ◽  
Faculty Members ◽  
Accounting Education ◽  
Industry Partner

Recent literature has advocated for the use of project based learning to engage students in active learning. This study examines how students’ learning is enhanced through an overseas project-based learning (PBL) programme at a Singapore University (UNIS), called the UNIS-XO pedagogy. Specifically, this study provides a framework through which students, faculty members, and industry partner can collaborate through consulting programs with the aim to provide feasible recommendations to the clients. Our findings suggest that an experiential PBL with an overseas client is an important learning experience through which students can strengthen their digital literacy as well as cross-cultural competency to make them more futureready for their work.

scholarly journals Penerapan Model Student-Centered Learning di Lembaga Pendidikan Tenaga Kependidikan

2018 ◽  
Vol 15 (2) ◽  
pp. 7-19
Author(s):  
Elizar Elizar
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Training Institution ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Teaching

Teaching model is important componen in education system. It helps education process in implementing the aim of education effectively an effeciently. So, every education must also be creative in selecting and using education model. Based on the past and todays experiences, quality of education in Indonesia showed that the quality of teaching and learning process done by teachers and students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing SCL (Student Centered Learning). It covered modelling a lecturer as a model in implementing active learning in the class and it integrates active learning in small group discussion, role-play and simulation, case study, discovery learning, self-directed learning, cooperative learning, colloborative learning, contextual learning, project based learning, problem based learning and inquiry.

scholarly journals Preparation and synchronous participation improve student performance in a blended learning experience

2021 ◽  
pp. 187-199
Author(s):  
Charlotte Emily Jane Clark ◽  
Ger Post
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Experience ◽  
Individual Student ◽  
Research Approach ◽  
Assessment Task ◽  
Assessment Tasks ◽  
Student Preference ◽  
Student Grades

Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials. Implications for practice or policy: Instructors will gain insight into aspects of blended active learning that students value. We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes.

Prayer: a transformative teaching and learning technique in project management

2015 ◽  
Vol 8 (1) ◽  
pp. 177-197
Author(s):  
Joseph K. Ssegawa ◽  
Daniel Kasule
Keyword(s):  
Project Management ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Management Training ◽  
Learning Activity ◽  
Research Review ◽  
Transformative Experience ◽  
Content Type ◽  
Management Concepts

Purpose – The purpose of this paper is to report the perceptions of students taking the Master of Project Management Programme at the University of Botswana regarding their transformative experience called “prayer”. The term “prayer” was coined because of it being the first learning activity of the lecture; and at a conceptual level, to convey reverence towards the gift of learning. “Prayer” as a learning and teaching technique involves each student identifying material containing project management concepts or issues which they present to a class of peers using any appropriate means followed by discussion and peer assessment. The material presented may be an article from a newspaper or magazine. It may be a personal documented story or a story told around a picture, artefact, poster or video relating to a project management issue. Design/methodology/approach – Students’ perceptions were obtained by means of a self-administered questionnaire containing open-ended questions. Content analysis was used to analyse the responses. Findings – The results of the study indicated that “prayer” provided students ingredients of transformative learning. It also proved to be a worthwhile technique for inculcating some of the graduate attributes articulated by this university and for incorporating adult learning principles. Research limitations/implications – The technique can be used to compliment traditional techniques in teaching and learning in project management training. The limitations of the results are due to the self-reporting nature of the approach and the fact that the technique has been tried on one group. Practical implications – There is a possibility that the technique can be extended to other disciplines such as business administration where students examine cases in the public domain to illustrate concepts learnt in class. Originality/value – The originality lies in its packaging of a technique the think is worth sharing among project management educators. This is because the learning activity described engages students simultaneously in research, review, presentation, and communication as well as reflection, collaborative discourse and self and peer assessment.

scholarly journals ОРГАНІЗАЦІЯ ПРОЕКТНО-ОРІЄНТОВАНОГО НАВЧАННЯ МАЙБУТНІХ ІНЖЕНЕРІВ У ВИВЧЕННІ МЕТОДОЛОГІЇ УПРАВЛІННЯ ПРОЕКТАМИ

2015 ◽  
Vol 45 (1) ◽  
pp. 123 ◽  
Author(s):  
Halyna V. Lutsenko ◽  
Vitalii P. Bevz
Keyword(s):  
Project Management ◽  
Engineering Education ◽  
Engineering Students ◽  
Potential Role ◽  
Computer Systems ◽  
Project Based Learning ◽  
Learning Activity ◽  
Modern World ◽  
Computer Aided ◽  
Resources Planning

The peculiarities of modern world experience of implementation of project-based learning in engineering education have been considered. The potential role and place of projects in learning activity have been analyzed. The methodology of organization of project-based activity of engineering students when studying the project management methodology and computer systems of project management has been proposed. The requirements to documentation and actual results of students' projects have been described in detail. The requirements to computer-aided systems of project management developed by using Microsoft Project in the scope of diary scheduling and resources planning have been formulated.

scholarly journals Continuous Project-Based Learning in Fluid Mechanics and Hydraulic Engineering Subjects for Different Degrees

Fluids ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 95
Author(s):  
Modesto Pérez-Sánchez ◽  
P. Amparo López-Jiménez
Keyword(s):  
Active Learning ◽  
Fluid Mechanics ◽  
Learning Experience ◽  
Project Based Learning ◽  
Hydraulic Engineering ◽  
Learning Methods ◽  
Master's Degrees ◽  
Main Research ◽  
Satisfaction Index ◽  
Engineering Department

Subjects related to fluid mechanics for hydraulic engineers ought to be delivered in interesting and active modes. New methods should be introduced to improve the learning students’ abilities in the different courses of the Bachelor’s and Master’s degree. Related to active learning methods, a continuous project-based learning experience is described in this research. This manuscript shows the developed learning methodology, which was included on different levels at Universitat Politècnica de València. The main research goal is to show the active learning methods used to evaluate both skills competences (e.g., “Design and Project”) and specific competences of the students. The research shows a particular developed innovation teaching project, which was developed by lecturers and professors of the Hydraulic Engineering Department, since 2016. This project proposed coordination in different subjects that were taught in different courses of the Bachelor’s and Master’s degrees, in which 2200 students participated. This coordination improved the acquisition of the learning results, as well as the new teaching methods increased the student’s satisfaction index.

scholarly journals Integrating a Cross-Reference List and Customer Journey Map to Improve Industrial Design Teaching and Learning in “Project-Oriented Design Based Learning”

2020 ◽  
Vol 12 (11) ◽  
pp. 4672
Author(s):  
Xianfeng Ai ◽  
Zhigang Jiang ◽  
Kang Hu ◽  
Siva Chandrasekaran ◽  
Yan Wang
Keyword(s):  
Industrial Design ◽  
Learning Experience ◽  
Project Based Learning ◽  
Learning Activity ◽  
Reference List ◽  
Learning Effectiveness ◽  
Critical Factors ◽  
Customer Journey ◽  
The Cross ◽  
Cross Reference

To train students’ practical ability in design, enterprise projects are often introduced into the industrial design courses of Chinese universities. However, such project-oriented learning activity (POA) is often not well designed. This not only makes it difficult to improve learning effectiveness, but also may bring the unpleasant learning experience to students. The learning experience and learning effectiveness are equally important, and they are mutually conditional and complementary. To consider both, POA needs to be elaborately designed. To this end, a variety of mature POA organization forms, such as project-based learning (PBL), design-based learning (DBL), and project-oriented design-based learning (PODBL), are discussed firstly. PODBL integrates and inherits the advantages of other learning models, and it has been preliminarily proved to improve the learning effectiveness of engineering design courses. Therefore, a cross-reference list was proposed for upgrading POA to PODBL. A lamp design course was developed based on this checklist and students were organized to study. The customer journey map tool was used to analyze the learning experience of students in the course journey, and the emotions and pain points were obtained, as well as some critical factors leading to a positive learning experience. Finally, to demonstrate the availability of the cross-reference list and critical factors, a baby strollers design project course was developed and participants were interviewed. The results show that the cross-reference list and critical factors could improve learning effectiveness and enhance the learning experience significantly.

Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

2016 ◽  
Vol 25 (3) ◽  
pp. 439-449 ◽  
Author(s):  
Arturo Jaime ◽  
José Miguel Blanco ◽  
César Domínguez ◽  
Ana Sánchez ◽  
Jónathan Heras ◽  
...  
Keyword(s):  
Project Management ◽  
Computer Science ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Science Project
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