Nguyen, L. D., & O'Neill, R., & Komisar, S. J. (2020, June), Learning in Engineering Project Management Classes: Does Technology Matter?  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34902

\bibitem{asee_peer_34902}
  Nguyen, L. D., \& O'Neill, R., \& Komisar, S. J. (2020, June), \emph{Learning in Engineering Project Management Classes: Does Technology Matter?}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34902

Long Duy Nguyen P.E., Robert O'Neill P.E., and Simeon J. Komisar.  "Learning in Engineering Project Management Classes: Does Technology Matter?".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34902 Internet.  15 Jan, 2025

\bibitem{asee_peer_34902}
  Long Duy Nguyen P.E., Robert O'Neill P.E., and Simeon J. Komisar.
  "Learning in Engineering Project Management Classes: Does Technology Matter?".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34902 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_34902
author = "Long Duy Nguyen P.E., Robert O'Neill P.E., and Simeon J. Komisar"
title = "Learning in Engineering Project Management Classes: Does Technology Matter?"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34902}
number = {10.18260/1-2--34902}
}

TY  - CPAPER
AB  - Increasing the interest, attention and engagement of engineering students in learning engineering and construction project management is a genuine challenge. Appropriate use of educational technologies such as cloud-based student response systems (SRSs) may promote learning and excitement. While educational technologies were reported to improve the student perceptions of learning and sometimes student performance, whether the teaching activities themselves or technologies employed in such activities contribute to learning remains unsettled. This study aims at filling this gap in knowledge in the context of teaching engineering project management classes. To investigate the role of the cloud-based SRS as an educational technology, this study utilized two sections, one “control” and one “subject,” of the same class in engineering project management taught by the same instructor for the same cohort. In both control and subject sections, in-class review activities were used in most of the sessions for students to assess their learning in the previous session. In the control class, students worked with paper and pencil for activities projected in PowerPoint slides. The instructor then called on students for their answers. In the subject class, the same activities were embedded in a cloud-based SRS to which students worked and interactively responded. The instructor followed up with solutions for the activities if necessary in both classes. The technology significantly increased the participation of students in the in-class review activities. However, no statistically significant difference was found in both perceived and actual learning between the two sections. For future implementation of the cloud-based SRSs, higher participation yielded from the technology can contribute to learning if in-class activities are more meaningfully designed and allocated.
AU  - Long Duy Nguyen P.E.
AU  - Robert O'Neill P.E.
AU  - Simeon J. Komisar
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Learning in Engineering Project Management Classes: Does Technology Matter?
UR  - https://peer.asee.org/34902
DO  - 10.18260/1-2--34902
ER  -