Scaffolding project-based learning with the project management body of knowledge (PMBOK) |
| |
Authors: | Shahron Williams van Rooij |
| |
Affiliation: | Instructional Technology Program, College of Education and Human Development, George Mason University, 4400 University Drive, MS 5D6, Fairfax, VA 22030, USA |
| |
Abstract: | This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With one course section using tools and templates from project management and one section using only free-form text forms and instructor guidelines as project scaffolding tools, team interactions were compared via qualitative and quantitative analyses of team threaded discussions over an 8-week project lifecycle. Project outcomes were assessed by comparing project product scores using the t-test for independent samples, while project experience was assessed via a post-project survey using the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that the project management methodology facilitates intra-team communication and positive collaborative behavior, but is not a critical factor for final product quality. The results provide a starting point for educators and researchers seeking to assess cross-disciplinary approaches to project-based learning. |
| |
Keywords: | Project-based learning Project management Instructional design Virtual teams E-learning Postsecondary education |
本文献已被 ScienceDirect 等数据库收录! |
|