A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement--Insights from Norway

Autor/in	Hussein, Bassam A.
Titel	A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement--Insights from Norway
Quelle	In: Education Sciences, 5 (2015) 2, S.104-125 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Blended Learning; Teaching Methods; Technology Uses in Education; Educational Games; Student Attitudes; Program Effectiveness; Foreign Countries; Student Participation; Program Administration; College Students; Qualitative Research; Student Surveys; Observation; Rating Scales; Norway + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational game; Lernspiel; Schülerverhalten; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Qualitative Forschung; Schülerbefragung; Beobachtung; Rating-Skala; Norwegen
Abstract	The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01