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Scaffolding project-based learning with the project management body of knowledge (PMBOK ®)
ARTICLE

Computers & Education Volume 52, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

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.

Citation

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 .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ819463

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  3. A Model of Authentic Learning Processes in Instructional Design

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