The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Strategies for Effective Teaching in Project Management
Abstract
Preparing project management students for their future life and work requires actively developing and evidencing a suite of transferable skills and attributes. This chapter reports on how a student-centered pedagogy, which included the use of guided sequential exercises, and the collection of instantaneous student responses through a personal response system (PRS), was implemented in a large first year undergraduate Project Management course. The students' perceptions of this pedagogy demonstrate that they found the pedagogical approach supported their learning and fostered deeper engagement in the course, with the most useful aspect of the course perceived to be its interactive nature. The chapter affirms the importance of giving life to a learning orientation conception of learning. The chapter has implications for ensuring learner engagement in the particular discipline of project management and for good practice in large class context in higher education.
Related Content
Fani Antoniou, Marina Marinelli, Kleopatra Petroutsatou.
© 2024.
31 pages.
|
Konstantinos Kirytopoulos, Vasileios Sarlis, Dimitris Marinakis, Theodoros Kalogeropoulos.
© 2024.
26 pages.
|
Konstantina Ragazou, Ioannis Passas, Alexandros Garefalakis, Constantin Zopounidis.
© 2024.
24 pages.
|
Vannie Naidoo, Rajen Chetty.
© 2024.
19 pages.
|
Alexandros E. Grigoras, Georgios N. Aretoulis, Fani Antoniou, Stylianos Karatzas.
© 2024.
30 pages.
|
Kleopatra Petroutsatou, Theodora Vagdatli, Marina Chronaki, Panagiota Samouilidou.
© 2024.
24 pages.
|
Dimitra Korakaki, Stratos Kartsonakis, Evangelos Grigoroudis, Constantin Zopounidis.
© 2024.
34 pages.
|
|
|