Student evaluation of a virtual experience for project management learning: An empirical study for learning improvement

Marcos, Ana González; Alba‐Elías, Fernando; Nalda, Fermín Navaridas; Ordieres-Meré, Joaquín

doi:10.1016/j.compedu.2016.08.005

Cited by 43 publications

(30 citation statements)

References 50 publications

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“…Industry requirements for engineering graduates have evolved, and demand changes in the educational approaches used (Uziak, 2016). More contextualized, autonomous, interdisciplinary learning and student-centered process can contribute to a more effective learning process (Lima et al, 2007), providing students with experiences that are similar to what they will encounter in the working world (González-Marcos et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Project-based learning approach: improvements of an undergraduate course in new product development

Zancul

Sousa-Zomer

Cauchick‐Miguel

2017

Prod.

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Product development is considered as an interdisciplinary undergraduate course with a central role in engineering education. In this sense, this paper demonstrates an experience of a product development undergraduate course based on a project-based learning (PBL) perspective. PBL has been discussed in the literature as one of the most effective teaching frameworks for engineering courses, but there is still scarce research on PBL implementation in engineering education in developing countries. The course scope was reviewed to include engineering management content and to face some barriers for PBL implementation highlighted in the literature. The student activities were organized in four development phases following a structured stage-gate development process. The results achieved include a higher level of learning perception and increased complexity of products generated by students. Besides demonstrating the improvements in the course, this paper contributes to PBL empirical body of knowledge by exploring a successful initiative and its outcomes. KeywordsEngineering education. New product development. Design process. Project-based learning. PBL.How to cite this article: Zancul, E. S., Sousa-Zomer, T. T., & Cauchick-Miguel, P. A. (2017). Project-based learning approach: improvements of an undergraduate course in new product development. Production, 27(spe), e20162252. http://dx

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Section: Introductionmentioning

confidence: 99%

Project-based learning approach: improvements of an undergraduate course in new product development

Zancul

Sousa-Zomer

Cauchick‐Miguel

2017

Prod.

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“…Furthermore, self-directed learning, learning by doing and a sense of responsibility are fos- tered. A detailed description of the learning environment adopted can be found in (González-Marcos et al, 2016).…”

Section: Engineering Effective Classroom Discussion and Other Learnimentioning

confidence: 99%

An Online Assessment and Feedback Approach in Project Management Learning

González‐Marcos

Alba‐Elías

Ordieres‐Meré

2017

Proceedings of the 9th International Conference on Computer Supported Education

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This work presents an online system to facilitate the assessment and feedback in project management education. Students are involved in real-world engineering projects in order to promote professional project management learning. Thus, students share an experience in executing and managing projects and are able to put into practice different skills and competences that a project member should possess in the development of a project. The proposed system considers competence assessment through different pieces of evidence that are pertinent to each assessed competence. Information from the three main actors in learning activities (teacher, peer, and learner) is collected by means of specifically developed online forms. All the gathered evidences are considered in a weighted integration to yield a numerical assessment score of each competence that is developed for each student. Furthermore, three different types of feedback are implemented and provided several times in order to promote and improve students' learning. Data analysis from a specific academic course suggest that the presented system has a positive impact on students' academic performance.

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“… 16 However, we will need to ensure that learner collaboration and interactivity are maintained as they are key enablers of learning in online environments. 17 - 19 …”

Section: Reflection On Supporting Our Studentsmentioning

confidence: 99%

Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Prior

Griffin

O'Brien

et al. 2020

Journal of Medical Education and Curricular Development

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COVID-19 has had a significant impact on teaching and learning in postgraduate education. In particular, work integrated learning, in health care settings, has been disrupted in many ways negatively impacting student learning. Our Clinical Redesign courses are designed to deliver work-integrated learning in partnership with healthcare organisations to deliver workplace projects in real time, which has been complicated by COVID-19. This reflection examines the challenges that arose in the healthcare redesign teaching and learning space during the COVID-19 pandemic. We explore the experiences of our work-integrated learning students using Johns’ reflection model.1 Our students faced disruption to their education, workplaces and personal lives, and the experiences of our teaching team whose teaching philosophies were challenged. In response to the ongoing challenges, we developed strategies for supporting our students including the development of virtual projects for students who no longer had access to their workplaces or project appropriate resources.

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Student evaluation of a virtual experience for project management learning: An empirical study for learning improvement

Cited by 43 publications

References 50 publications

Project-based learning approach: improvements of an undergraduate course in new product development

Project-based learning approach: improvements of an undergraduate course in new product development

An Online Assessment and Feedback Approach in Project Management Learning

Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

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