The effect of using flipped teaching in project management class for undergraduate students
Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior kno...
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| Formato: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/133798 |
| Acesso em linha: | https://hdl.handle.net/2117/133798 https://dx.doi.org/10.3926/jotse.539 |
| Access Level: | acceso abierto |
| Palavra-chave: | Flipped classrooms Active learning Project management--Study and teaching Educational innovations Flipped teaching Project management Classroom activities Teaching and learning Aprenentatge actiu Gestió de projectes -- Ensenyament Ensenyament -- Innovacions Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents |
| Resumo: | Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior knowledge before the course. This paper aimed to determine the effectiveness of flipped teaching and active learning in Project Management module for undergraduate students in Civil Engineering. However, the paper discussed the effective practices in teaching and learning project management and their impacts into students’ learning experience, and assessments development and marking. The Padlet and SurveyMonkey e-tools were used to collect students’ feedback on the instructor practice; either by tagging comments or filling questionnaire. The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students’ performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students’ performance in summative assessments showed that there is a noticeable improve in student’s scores in the current semester in contrast with previous semester where traditional teaching was practiced. |
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