The effect of using flipped teaching in project management class for undergraduate students

Abstract

Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior knowledge before the course. This paper aimed to determine the effectiveness of flipped teaching and active learning in Project Management module for undergraduate students in Civil Engineering. However, the paper discussed the effective practices in teaching and learning project management and their impacts into students’ learning experience, and assessments development and marking. The Padlet and SurveyMonkey e-tools were used to collect students’ feedback on the instructor practice; either by tagging comments or filling questionnaire. The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students’ performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students’ performance in summative assessments showed that there is a noticeable improve in student’s scores in the current semester in contrast with previous semester where traditional teaching was practiced.

How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics

“…So, future researchers may do more research to investigate the influence of other variables on basic-learning skill. The result was not consistent with some previously reported works, who argued that assessment impact influence basic-learning skill scores (Abushammala, 2019;Brosvic et al, 2006;Chen, 2006;Karagiannopoulou & Christodoulides, 2005;Kizito et al, 2016;Lee & Chen, 2014;Lees & Anderson, 2015;Pinto & Fernández-Pascual, 2017;Prevost et al, 2018). In conclusion, H # 4: The higher assessment impact scores are associated with higher basic-learning skill scores, is been rejected.…”

“…Assessment methods and matriculation examination score were the predictors of students' progress (Karagiannopoulou & Christodoulides, 2005;Kizito et al, 2016). Duzhin and Gustafsson (2018) found that online homework with immediate feedback was found to be even more effective than clickers, as well as Abushammala (2019) indicates that the use of multiple in-class activities and digital technology are important to enhance students' performance. Lees and Anderson (2015) pointed out that formative assessment may improve student performance, and Brosvic, Dihoff, Epstein, and Cook (2006) revealed that feedback facilitates the acquisition of mathematics knowledge.…”

Flipped classroom for teaching digestive system to high school students: Performance, perception and inquiry competence level

“…We were able to verify that the implementation of the inverted methodology carried out with this group of high school students was highly satisfactory. This pedagogical approach is born in the university environment, and its applicability and effectiveness in that context seem more than evident (Abushammala, 2019;Davies et al, 2013;Eldy, Chang, Butai, Basri, Awang, Din et al, 2019;González-Gómez et al, 2017;Herreid & Schiller, 2013;Jeong et al, 2018;Knight & Wood, 2005;Love et al, 2013;Mason et al, 2013;Mattis, 2015;Torrecilla, 2018), however, at pre-university educational levels, where there are no hours in the curriculum dedicated to personal work and/or at home, its implementation is more complicated. The reverse learning model, like any other type of non-traditional learning, requires a substantial change in the mentality of the students and a radical change in class dynamics, aspects that must be carried out gradually so that students can adapt to them and become protagonists of their own learning process.…”

Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

“…In this study, students pointed out that the computer technician was not always available to start the classes by linking up the students, resulting in lessons being delayed or cancelled altogether. In addition, proper classroom management and monitoring of students during IVT is vital to enhance their learning (Abushammala, 2019). Similarly, Lee et al (2016) suggest that it is vital that technical support be offered to students in future to improve learning.…”