Internet‐supported flexible learning environment for teaching system dynamics to engineering students

Mandal, Purnendu; Wong, Ken; Love, Peter

doi:10.1002/(sici)1099-0542(2000)8:1<1::aid-cae1>3.3.co;2-f

Cited by 3 publications

(3 citation statements)

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“…A presentation method can be used to teach the skills, attitudes, or concepts without expecting them to apply them during training. Examples include lectures, reading, and computerized instruction (Mandal, Wong, & Love, 2000). Simulation methods involve providing artificial situations for the project manager to practice their learning during training.…”

Section: Organizational Supportmentioning

confidence: 99%

Demystifying the Folklore of the Accidental Project Manager in the Public Sector

Darrell

Baccarini

Love

2010

Project Management Journal

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Many individuals are called upon to undertake project management responsibilities with little or no preparation. Such project managers have been referred to as accidental project managers. This article examines the experiences of 46 accidental project managers within the Western Australian public sector through a questionnaire survey. Findings reveal that most project managers were selected based on their technical or managerial expertise and thus lacked the required competencies to deliver a project. There was a greater propensity for accidental project managers to act in a part‐time mode, undertake nontechnical projects, and be provided with limited training and education.

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Section: Organizational Supportmentioning

confidence: 99%

Demystifying the Folklore of the Accidental Project Manager in the Public Sector

Darrell

Baccarini

Love

2010

Project Management Journal

Self Cite

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“…In this type of PBL, there is no problem to “solve.” The “teacher” is no longer the provider of all the factual information but becomes a tutor who facilitates the student learning. According to Walton and Matthews 6 and Mandal et al, 7 this approach encourages the students to become active learners rather than passive recipients of instructions and information.…”

Section: Problem‐based Learningmentioning

confidence: 99%

Problem‐Based Learning in Reproductive Physiology

Lobb

Inman

Butler

2004

J Midwife Womens Health

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One of the most misunderstood concepts in progressive educational curricula is that of problem-based learning (PBL). Often confused with problem solving, the two are quite different. Courses conducted in a PBL format use problems as a launch pad for resulting study. This article reviews a course designed to enable students to learn and understand the principles of human reproductive physiology using PBL. The learning process is situation based, student directed, and takes place in small groups. The rationale for some of these innovations is discussed and the way in which they were implemented is described.

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“…Some examples of this are the computer simulators, teleconferences and distance education courses on internet [5,6]. Every new technology in general (interactive tutorials, internet forum, etc) gains more space in teaching process [7][8][9].…”

Section: Introductionmentioning

confidence: 99%