Ellis, R C T; Wood, G D and Thorpe, T (2004) Technology-based learning and the project manager. Engineering, Construction and Architectural Management, 11(5), pp. 358-365. ISSN 0969-9988
Abstract
Construction is a project-oriented industry that benefits from both the technical and interpersonal skills that a project manager has to offer. Increasingly, project management is viewed as being an integrated process relevant throughout the project lifecycle, which necessarily draws upon a broad range of knowledge and abilities. It is imperative that project managers, therefore, have ready access to education and training programmes that enable them to update their skills. This paper compares a new distance learning project management educational software application with a traditional multiple-media resource and a well-established postgraduate module delivered in part-time mode to establish the pedagogic effectiveness of distributed interactive multimedia. An analysis of quantitative data generated over a two-year period finds that whilst learning and confidence gains occur in all delivery modes, there is no significant difference in the academic performance of students between the traditional control and distance learning experimental groups.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction industry; distance learning; education; interactive audio; interactive video; training |
| Index terms: | project lifecycle, project manager, academic performance, construction industry, project management, education and training, module, media, effectiveness, programme, distance learning, interpersonal skill, postgraduate |
| Subjects: | higher education, industry analysis, project controls, professional education, assessment methods, sociology, teaching methods, project management theory and practice, architectural elements, performance management, human factors and perception, profession, project completion |
| Topics: | Research Practice, Project Management, Roles and Professions, Quality Management, Design Practice, Education, Time Control |
| Descriptive scope: | 3 PCT |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here