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Learning in Engineering Project Management Classes: Does Technology Matter?

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Construction Engineering Division Technical Session 5

Tagged Division

Construction Engineering

Page Count

12

DOI

10.18260/1-2--34902

Permanent URL

https://peer.asee.org/34902

Download Count

73

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Paper Authors

biography

Long Duy Nguyen P.E. Florida Gulf Coast University

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Dr. Long Nguyen is an Associate Professor in the Department of Environmental and Civil Engineering at Florida Gulf Coast University (FGCU). Before joining FGCU, he was the deputy director of Tuan Le Construction and a lecturer at Ho Chi Minh City University of Technology (HCMUT). Prior to his tenure at HCMUT, he worked as a construction consultant at Jax Kneppers Associates, Inc. in Walnut Creek, CA. He is a professional engineer registered in California. He earned his B.Eng. in Civil Engineering from HCMUT in 1999, M.Eng. in Construction Engineering and Management from Asian Institute of Technology (AIT) in 2003, and M.S. and Ph.D. in Engineering – Civil and Environmental Engineering from the University of California, Berkeley in 2005 and 2007, respectively.

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biography

Robert O'Neill P.E. Florida Gulf Coast University

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Dr. ROBERT (Bob) J. O’NEILL is a Professor in the Department of Environmental and Civil Engineering, U.A. Whitaker College of Engineering, Florida Gulf Coast University. He received a B.S. from the United States Military Academy in 1975, an M.S. in Structural Engineering and an M.S. in Geotechnical Engineering from Stanford University in 1984 and a Ph.D. in Structural Engineering from Kansas State University in 1993. Prior to his coming to FGCU he was a Professor of Engineering at Roger Williams University and an Associate Professor and Director of the Civil Engineering Analysis Group at the United States Military Academy. Dr. O’ Neill is a retired Lieutenant Colonel, U.S. Army Corps of Engineers. He has been active at the national level with ASCE’s Committee on Accreditation Operations (COAO),Technical Council on Computing and Information Technology (TCCIT), Committee on Faculty Development (CFD) and Excellence in Civil Engineering Education (ExCEEd) initiative. Dr. O’Neill is a licensed Professional Engineer in California, Florida, Nevada and Virginia. He is a senior civil engineering program evaluator for ABET. He is an American Society of Civil Engineering (ASCE) Fellow, a member of the American Society for Engineering Education (ASEE), and Phi Kappa Phi National Honor Society.

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Simeon J. Komisar Florida Gulf Coast University Orcid 16x16 orcid.org/0000-0002-5114-8406

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Dr. Komisar is the Backe Chair and Program Director of Environmental Engineering at FGCU

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Abstract

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.

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

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