Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

Renate Motschnig-Pitrik (University of Vienna, Austria) and Michael Derntl (University of Vienna, Austria)
Copyright: © 2008 |Pages: 20
DOI: 10.4018/978-1-59904-600-6.ch012
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Abstract

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.

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