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Blended learning for project management

Puplampu, A.B. and Tutesigensi, A. (2008) Blended learning for project management. In: Dainty, A., (ed.) Proceedings of 24th Annual ARCOM Conference. 24th Annual ARCOM Conference, 1-3 September, 2008, Cardiff. Association of Researchers in Construction Management , pp. 943-952. ISBN 978-0-9552390-1-4

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Students studying at postgraduate level should engage in learning on higher cognitive levels such as evaluation and creation. The notion of effective learning at this level is characterised by the student’s ability to use acquired knowledge and principles to solve complex problems. Learning theories advocate maximising student engagement with the learning resources in order to facilitate such effective learning. This can be achieved by addressing the following factors in curriculum design: accessibility, variety, formative assessment and the development of learning communities. This paper presents work done on a postgraduate level Project Management course to maximise the factors mentioned above, for example, with the introduction of automatically marked quizzes and the re-structuring of the course content. The content and delivery of the course was changed from weekly lectures and tutorial sessions (old system) to a web-based blended learning system (new system). Evaluation of the old and new systems was undertaken using questionnaires. The student evaluation suggests that the new system led to more effective learning. It is suggested that effective learning can be facilitated by a blended learning system.

Item Type: Proceedings Paper
Keywords: blended learning, cognitive processes, effective learning, project management
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Engineering (Leeds) > School of Civil Engineering (Leeds)
Depositing User: Ms Caroline Wilson
Date Deposited: 30 Apr 2009 17:38
Last Modified: 09 Jun 2014 00:12
Status: Published
Publisher: Association of Researchers in Construction Management
Refereed: Yes
URI: http://eprints.whiterose.ac.uk/id/eprint/8542

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