Application of problem-based learning to teaching the critical path method

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dc.contributor.author Forcael, E en
dc.contributor.author González, V en
dc.contributor.author Orozco, F en
dc.contributor.author Opazo, A en
dc.contributor.author Suazo, Á en
dc.contributor.author Aránguiz, P en
dc.date.accessioned 2015-06-16T02:51:57Z en
dc.date.available 2014-11-12 en
dc.date.issued 2014-12-22 en
dc.identifier.citation Journal of Professional Issues in Engineering Education and Practice, 2014, 141 (3), en
dc.identifier.issn 1052-3928 en
dc.identifier.uri http://hdl.handle.net/2292/25912 en
dc.description.abstract This paper investigates the application of a problem-based learning (PBL) teaching methodology to a course on engineering project scheduling, which introduces the critical path method (CPM). During this course, students solved real-life civil engineering problems using PBL to compare PBL with traditional problem-solving methods. In the experimental design, the students were randomly divided into two groups. Traditional teaching sessions were imparted to the first group, which was designated as the control group, whereas the CPM was taught to the second group via the PBL teaching methodology. After the classroom sessions, an evaluation tool was applied: responses were analyzed using Wilcoxon and Fisher statistics, and a set of open-ended questions were qualitatively analyzed via a pattern-matching technique. The results for the group that utilized PBL were favorable; this finding demonstrated the efficiency of this tool for teaching CPM. In addition, the results for the students that applied PBL methodology demonstrated a high degree of acceptance of the CPM methodology, which motivates its implementation into teaching other subjects related to project scheduling in civil engineering. en
dc.language English en
dc.relation.ispartofseries Journal of Professional Issues in Engineering Education and Practice en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1052-3928/ http://ascelibrary.org/doi/book/10.1061/9780784479018 en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Application of problem-based learning to teaching the critical path method en
dc.type Journal Article en
dc.identifier.doi 10.1061/(ASCE)EI.1943-5541.0000236 en
pubs.issue 3 en
pubs.volume 141 en
pubs.author-url http://ascelibrary.org/doi/10.1061/(ASCE)EI.1943-5541.0000236 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 475643 en
pubs.org-id Engineering en
pubs.org-id Civil and Environmental Eng en
dc.identifier.eissn 1943-5541 en
pubs.number 04014016 en
pubs.record-created-at-source-date 2015-06-16 en


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