Virtual Project Management: Examining The Roles And Functions Of Online Instructors In Creating Learning Applications With Value

Abstract

While many students and instructors are transitioning from the brick-and-mortar classrooms to virtual classrooms, labs, and simulations, this requires a higher-level of expertise, control, and perseverance by the instructor. Traditional methods of teaching, leading, managing, and organizing learn activities has changed in terms of the virtual learning environment with regard to the use of technology and how learning can be delivered virtually. What does this mean for instructors as more and more colleges and universities are now competing for students, as well as maintaining a required level of academic quality and standards? This paper will focus on the roles, functions, and multi-tasking skills of online instructors in order to be successful in meeting the academic, virtual, and career needs of their adult learners. This paper will demonstrate how one online program is redesigning their global management coursework to help accomplish the above stated needs and invigorate their course with more hands on application and student involvement. In the current global management course, the students learn about current issues facing companies working in other overseas locations or learning about other companies considering the possibility of becoming global. While many educators will agree that learning concepts, principles, and theories are necessary in establishing a good foundation of learning in any course, this may not be enough. While instructors may have a challenging position of motivating and keeping the attention of young learners, we can also see the same problem with adult learners. Equally important to note here is the challenges that online instructors may have in motivating and keeping the attention of virtual learners when there are issues of differences in generational learning, time zone challenges, technology skills, and perceptions of course value. Therefore, instructors for this course took another look at the current assignments and final project and realized a change in design and presentation could make a difference.

Blended Learning Models, Curricula, and Gamification in Project Management Education

“…Some required competencies in PM need a very particular learning atmosphere to facilitate establishing the specific skills such as negotiation and conflict resolutions [12], [13]. Students are more engaged in performing the practical part of the courses as it involves hands-on experience, which they get by applying the different concepts taught to them [140]; however, the major challenge for the students is to stay focused and motivated [14], [15].…”