Virtual teams: a review of current literature and directions for future research
ACM SIGMIS Database
A Guide To The Project Management Body Of Knowledge (PMBOK Guides)
A Guide To The Project Management Body Of Knowledge (PMBOK Guides)
Knowledge building in asynchronous discussion groups: going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Mastering Virtual Teams
Software engineering education: A study on conducting collaborative senior project development
Journal of Systems and Software
| Hi-index | 0.00 |
This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With one course section using tools and templates from project management and one section using only free-form text forms and instructor guidelines as project scaffolding tools, team interactions were compared via qualitative and quantitative analyses of team threaded discussions over an 8-week project lifecycle. Project outcomes were assessed by comparing project product scores using the t-test for independent samples, while project experience was assessed via a post-project survey using the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that the project management methodology facilitates intra-team communication and positive collaborative behavior, but is not a critical factor for final product quality. The results provide a starting point for educators and researchers seeking to assess cross-disciplinary approaches to project-based learning.