Teaching Project Management through an Information Technology-Based Method

Hingorani, Kamal; Sankar, Chetan S.; Kramer, Scott

doi:10.1177/875697289802900105

Cited by 31 publications

(34 citation statements)

References 11 publications

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“…Lectures have been found to be efficient for imparting conceptual knowledge about a new topic or field (Bonwell & Eison, 1991; Costin, 1972; Hingorani et al, 1998) as is the case in introductory IT courses. Instructors using the lecture method achieve this objective by focusing on the relationships among facts and by examining major themes associated with them (Nadkarni, 2003; Whetten & Clark, 1996).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course*

Pridmore

Bradley

Mehta

2010

Decision Sci J Innov Edu

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In introductory information technology (IT) courses, communicating technical concepts so that they can be comprehended by all students, technical and nontechnical, has been a concern. Another challenge in such courses is to teach the real-world applicability of technical concepts. In this conceptual article, we focus on a relatively unexplored issue in IT education-which instructional method is more effective in improving the learning outcomes of all students taking introductory IT courses. In doing so, we consider two instructional methods, lecture and multimedia case studies, and argue that either of these instructional methods, adopted singly, will be perceived by students as less effective in accomplishing learning outcomes than adopting a combination of the two instructional methods. Our arguments both augment existing knowledge about the differential influence of lecture and multimedia case studies on students' learning outcomes and questions the wisdom of adopting either of these methods singly in introductory IT courses. We derive insights from the literature and anecdotal evidence, presented as four propositions, which illustrate the relationship between the two instructional methods and the specific learning outcomes students perceive they affect.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course*

Pridmore

Bradley

Mehta

2010

Decision Sci J Innov Edu

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“…The need to reexamine how project managers are educated and trained cannot be overemphasized in light of emergent scholarship in the area of project management pedagogy (Atkinson, 2008; Berggren & Söderlund, 2008; Reif & Mitri, 2005; Rodriguez, Sicilia, Cuadrado‐Gallego, & Pfahl, 2006; Wearne, 2008). One such area, which appears to have been a focus of interest of scholars, has been in the area of the experiences of project management students (Ojiako, Chipulu, Ashleigh, & Maguire, in press) and, in particular, how virtual learning environments (VLEs) impact on this experience (Del Corso, Ovcin, & Morrone, 2005; Friedman & Deek, 2003; Hingorani, Sankar, & Kramer, 1998; Regueras, Verdu, Munoz, Perez, de Castro, & Verdu, 2009; Rodriguez et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Parslow

2008

Biochem Molecular Bio Educ

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“…The ABET [22] 3(e) criterion states that students need to be able to identify, formulate, and solve engineering problems at the end of their education. The questions measuring higher-order cognitive skills were taken from Hingorani et al [23]. These questions are shown in Table 1.…”

Section: Higher Order Cognitive Skills (Hocs)mentioning

confidence: 99%

“…Perceived measures of higher order cognitive skills used by Hingorani et al, [23] • The instructional materials in the Simulink learning module helped me identify engineering tools that will assist me in decision-making.…”

Section: Higher Order Cognitive Skillsmentioning

confidence: 99%

Video-based, Game-integrated Concept Tutors – Effectiveness in Freshman Courses

Banu¹,

Swamidason²,

Raju³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Many students who take Introduction to Engineering classes are freshmen and need help in learning engineering concepts. In this paper, we discuss the development, implementation, and evaluation of a video-and game-based instructional tool called a concept tutor. These concept tutors focus on one concept at a time, and they can be used as supplemental material to a lecture. These tutors provide additional help to students in explaining the concepts taught in class and reinforcing their learning. The purpose of concept tutors is to increase the undergraduate students' enthusiasm for and attention to the concepts taught using this instructional methodology. The concept tutors engage the students in a learning process meant to improve retention rate.The concept tutor consists of three phases. The first phase is definition and real-world applications of the concept. The second phase includes a step-by-step presentation of the concept in a general format that explains the concept through a targeted problem. In this phase, the concept tutor is split into topic videos. The third phase consists of assessments to measure the students' understanding of the material presented. After viewing each video, the students are required to answer a set of questions that test the concepts they learned. Students are allowed to choose the format of the test. They can choose either a regular multiple-choice assessment or a game-based assessment.Quantitative and qualitative results show that students find such materials useful; furthermore, the students preferred this method to complement a lecture. We report the development methodology of the tutor and evaluation results in this paper.

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Teaching Project Management through an Information Technology-Based Method

Cited by 31 publications

References 11 publications

Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course*

Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course*

Websites of note

Video-based, Game-integrated Concept Tutors – Effectiveness in Freshman Courses

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