Scaffolding project-based learning with the project management body of knowledge (PMBOK ®)
Computers & Education Volume 52, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
Rooij, S.W.v. (2009). Scaffolding project-based learning with the project management body of knowledge (PMBOK ®). Computers & Education, 52(1), 210-219. Elsevier Ltd. Retrieved March 22, 2019 from https://www.learntechlib.org/p/67117/.
Exploring Scaffolding Modes in PjBL: A Professional Development Course to Promote In-Service Teachers’ Technology Integration
Ching-Huei Chen, National Changhua University of Education, Taiwan
Journal of Educational Multimedia and Hypermedia Vol. 26, No. 2 (April 2017) pp. 105–129
Jay Wilson, University of Saskatchewan; Richard Schwier & Richard Schwier
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 35, No. 2 (May 11, 2010)
Jay Wilson & Richard Schwier, University of Saskatchewan, Canada
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