Jurnal Pendidikan Terbuka dan Jarak Jauh

25(1), July 2024, pp.41-58

ISSN 2442-2266
DOI: 10.33830/ptjj.v25i1.7663.2024

Enhancing Project Management Education:

Investigating the Effectiveness of Flipped Learning
and Active Experiential Learning Approaches

Sharifah Rosfashida Syed Abd Latif1, Thirumeni T Subramaniam1, Azmi Che

leh1, Mohd Tajuzzaman Hassanor1

Faculty of Technology and Applied Sciences, Open University Malaysia

1

Corresponding email: [email protected]

Article history:
Received: March 14th, 2024 Accepted: June 24th, 2024 Published: July 30th, 2024

Abstract This study proposes an in-depth investigation into the efficacy of combining
flipped learning and active experiential learning methodologies within the context of
project management education at Open University Malaysia. The primary aim is to
overcome the shortcomings of the traditional lecture-based teaching approach, which
often falls short in engaging students and equipping them with the practical skills
required for effective project management in real-world scenarios. By transitioning
towards a more student-centered model through the implementation of flipped
classrooms, this research seeks to enhance student engagement, learning outcomes, and
overall satisfaction with the course. Employing a mixed-methods approach, the study
will involve quantitative and qualitative techniques to gather comprehensive data. This
includes pre- and post-assessment of students' knowledge and understanding of project
management principles, alongside surveys and reflective journals to capture students'
perceptions of the learning experience. The participant base will consist of students
enrolled in a project management course, allowing for direct observation of the
pedagogical strategies' impacts. The anticipated outcomes of this research are twofold.
Firstly, it aims to provide empirical evidence on the effectiveness of integrating flipped
learning and active experiential learning in project management education. Secondly,
it seeks to offer actionable insights for educators and educational institutions on how to
design and implement more engaging and effective instructional strategies. Ultimately,
this study aspires to contribute significantly to the literature on educational

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methodologies in project management, paving the way for enhanced educational

practices and student preparedness for professional success.

Keywords Active and Experiential Learning, Flipped Learning, Innovative

Pedagogy, Project Management Course, Learning Outcomes.

INTRODUCTION

Open University Malaysia, referred to as OUM, was founded on August

10, 2000, marking its establishment as the seventh private university in
Malaysia. Despite its classification as a private university according to the
regulations stipulated in the Private Higher Education Institutions Act 1996,
OUM harnesses the strengths, reputation, and competencies of its strategic
partners - an assemblage comprising eleven public universities. Embracing the
slogan "University for All," OUM's motto aptly mirrors its educational
philosophy centred around democratising access to learning opportunities.
OUM, the premier open and distance learning institution in Malaysia, has
undergone a transformative shift in its instructional approach. Over time, OUM
has transitioned from the blended pedagogical model, which encompassed a
combination of self-directed study material, asynchronous online tutorial and
face-to-face tutorials to implementation of Inclusive Digital Education. OUM
acknowledge the change and progress in the Malaysian society and thus the
incorporation of the flipped learning and active learning approaches is timely.
OUM draws the advantage of adult education through its rich experiential
learning potential. The move requires inclusion of instructional design that
incorporates strategies such as reflective journals and guided online
discussions. This is an on-going study on innovative pedagogy that parallels
OUM's new commitment to sustainable quality education through alignment
with the industry. This study deliberates on key concepts using the project
management course as an example.
The concept of active learning has multifaceted dimensions involve
methodologies like flipped classroom approach and experiential learning
activities. The emphasis on active teaching techniques by Hanson and Moser
(2003) aligns with immersing in hands-on experiences, simulations, and
problem-solving tasks. McKinney (2010) affirmation of active learning as

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Sharifah Rosfashida Syed Abd Latif, Thirumeni T Subramaniam, Azmi Che
leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

cultivating critical thinking and collaboration resonates with essential project

management skills. The triad of knowledge, skills, and attitudes (KSA)
discussed reflects project management's multidimensional needs, emphasising
practical application. Research into flipped and experiential learning recognises
that project management education demands active participation to bridge
theory and practice (Cranton, 2012). Ultimately, the active learning principles
echo in the pursuit of enhancing project management education through
flipped and experiential approaches, fostering engagement, skill development,
and practical application in a holistic learning journey.
Experiential learning is an interactive and dynamic instructional
approach, shares fundamental characteristics with the concepts of active
learning. It prioritises student-centeredness by encouraging learners to assume
control over their educational journey. Experiential learning, as highlighted by
Senthamarai (2018), positions students at the core of the process, enabling them
to steer their learning through meaningful tasks and critical reflection. The
highly engaging nature of experiential learning (Smith et al. 2011) resonates
with the foundational principles of active learning that fosters profound
engagement and active participation. Such engagement holds particular
significance in project management education, where the practical application
and problem-solving learning (PBL) aspects hold paramount importance. The
alignment with learning objectives and the emphasis on enhanced retention
and comprehension of knowledge (Divya et al. 2016) echo the aims of active
and flipped learning, both striving to enrich the educational outcomes for
project management students. In relation to the role of instructors, the shift to
mentors and evaluators (Graef, 2010) mirrors the transformation seen in active
and flipped learning, where educators transition from being mere knowledge
transmitters to facilitators of learning. This shift recognises the crucial role of
educators as facilitators.
Flipped learning is a technique that combines self-study through guided
instruction (emphasising the instructional design element in the content), and
engagement through active learning through various strategies such as PBL.
The concept of learning subject content through instructional materials outside

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the classroom, followed by the application of the knowledge gained during in-
class activities, resonates with the core principles of the flipped learning
approach and its potential utility in project management education (Su and
Chen 2018). Furthermore, the characterization of instructors' roles as
transitioning from traditional lecturers to mentors aligns with the
investigation's exploration of active experiential learning approaches and how
instructors can facilitate students' active participation and engagement in their
learning process (EDUCAUSE 2012). The discussion regarding flipped learning
as a student-centred approach, incorporating theories such as constructivism,
active learning, and peer-assisted learning, mirrors the investigation's pursuit
of examining the effectiveness of flipped learning and active experiential
learning within project management education (Bishop and Verleger 2013).
Ultimately, the primary goal of flipped learning to enable self-paced
preparation and enhance the quality of in-person interactions closely parallels
the investigation's aim of leveraging innovative pedagogical methods to enrich
project management education by focusing on practical application (Strayer
2012).
Within the domain of project management education, a novel objective has
emerged: to equip students with the ability to navigate real projects,
transcending the conventional approach of preparing adept technicians well-
versed in project management methodologies but potentially challenged when
confronted with intricate project scenarios (Wu, 2018). At each juncture of
project-related activities, ranging from the initial selection of projects to their
execution and continual monitoring, a range of essential steps must be
navigated, including vigilant project oversight and meticulous allocation of
resources, a process elucidated by Vala et al. (2017). When ideas or innovative
capabilities prove robust following a series of rigorous attempts or processes
designed to mitigate risks and enhance potential for success, these innovations
stand ready for implementation within the context of a business project, an
insight gleaned from the work of Svejvig & Andersen (2015). Methods and tools
tailored for project management provide a structured means to confidently
delineate project objectives, principal stages, requisite resources, and the
timeline of project execution. Furthermore, they offer the flexibility to promptly
make necessary adjustments in response to evolving circumstances, as

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Sharifah Rosfashida Syed Abd Latif, Thirumeni T Subramaniam, Azmi Che
leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

discussed by Tebekin (2017). An apt strategy is meticulously chosen to ensure

optimal outcomes through the skillful utilization of a diverse array of tools and
methodologies, an approach elaborated upon by Hornstein (2015). Within the
domain of project management, a range of both national and international
standards have been devised to encapsulate the Project Management Body of
Knowledge (PMBOK), as exemplified by the development and publication of
ISO 10006:1997 standards. Technological advancements could help to facilitate
immersive interactions with project management processes and
methodologies, empowering students to gain a comprehensive understanding
of intricate systems.
The project management course analysed for the intended study is a three-
credit hour course offered in the first semester of master project management
program. The course discusses principles of project management which are
necessary to help project managers make effective decision makings in
managing their projects. The topics include the introduction to project
management and covering the PMBOK 6th and 7th edition of the Project
Management Institute. The course learning outcomes include: a) To analyse
issues and challenges related to project management for seeking effective
solution; b) To propose how a project can be managed efficiently by using
appropriate processes, lifecycle, skills, tools, technique, planning and control;
c) To construct the project management plans based on any project
organisational setting and project environment. The transferable skills that
learners will obtain at the end of the course are the cognitive skills, leadership,
autonomy and responsibility, and communication skills. The assessment of the
course consists of 60 percent of continuous assessment (assignment tasks based,
reflective essay, oral presentation and online class participation) and a final
examination component of the remaining 40 percent.

METHOD

The study employs a mixed-methods approach, combining quantitative

and qualitative data collection and analysis techniques. Kumar (2014)

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suggested that such approach would result a more thorough and accurate
findings. The involvement of a pre-and post-assessment to measure students'
knowledge gain and understanding of project management concepts will be
adopted. Additionally, questionnaires and reflective essays was utilised to
gather learners' feedback and perceptions regarding the effectiveness of flipped
learning, active experiential learning strategies, and group assignment tasks.
The target participants for this research are the master’s degree learners who
registered a project management course offered under the Faculty of
Technology and Applied Sciences. The learners come from various Master
Degree Programs such as Master of Project Management, Master of Business
Administration, and Master of Occupational Safety and Health Risk
Management and they are registered for the May 2023 semester. Ten active
learners were involved in this study. Data collection began with a quantitative
method in which a survey was distributed to 10 learners and only 8 of them
answered the survey. The qualitative method used the reflective essay
instrument which was given to 10 students and 10 of them successfully
submitted the reflective essay.

RESULT & DISCUSSION

This section will discuss the findings of the flipped learning approach,
active experiential learning through group assignment tasks, and the
achievement of course learning outcomes based on the overall experience of the
learners.

A. Flipped Learning Approach

Table 1 shows the ranking and preference that the learners chose for the
flipped learning materials for the course.

Table 1. Ranking of the flipped learning materials

Flipped learning materials Rank
E-module 1
Interactive online quizzes in E-lesson and Collaborative group 2
assignment tasks

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Sharifah Rosfashida Syed Abd Latif, Thirumeni T Subramaniam, Azmi Che
leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

Online discussion forums/ Slides/Journals/Youtube links prepared 3

by E-facilitator
Pre-recorded video lectures 4

It is interesting to see that the learners ranked the e-module as their top
choice for flipped learning materials as e-modules are structured and organised
to suit ODL and to ease the flow of reading the course content at individual
learning pace. The interactive online quizzes and collaborative group
assignment tasks are ranked second. The learners value the opportunity to
engage with content and work together on the assignments. The materials
prepared by the E-facilitator ranked third indicating that supplementary
materials could help to reinforce the core concepts covered in the e-module.
Video lectures were found at the bottom of the ranking which poses a question
on its need as a supplementary material. Overall, the learners appreciate the
self-paced e-module, interactive activities, and supplementary resources. This
ranking suggests that a well-rounded approach to flipped learning, combining
various materials and activities is likely to be most effective. Three quarter of
the learners agreed that the flipped learning approach enhances their
understanding of project management concepts and principles. They also
agreed that the flipped learning approach promotes active participation in the
course. Nevertheless, there are still challenges in terms of managing the time in
reading the learning materials and participating in the scheduled activities.

B. Experiential Learning through Group Assignment Tasks

Table 2 shows the analysis of experiential learning through group

assignment tasks via the Likert scale: 1 Significantly; 2 Yes to Some Extent; 3
Neutral; 4 Not Really; and 5 Not at All.

Table 2. Analysis of Experiential Learning Approach

Item/Likert Scale 1 2 3 4 5
Did the active experiential 12.5% 37.5% 25.0% 12.5% 12.5%
learning approach enhance your
understanding of project

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management concepts and

principles?
How effective was the active 0.0% 25.0% 50.0% 12.5% 12.5%
experiential learning approach in
promoting engagement and
active participation?
Did the active experiential 12.5% 37.5% 25.0% 12.5% 12.5%
learning approach improve your
ability to apply project
management skills in real-world
scenarios?

The challenges mentioned by the learners during the group assignment

include time constraints, preference for individual assignments due to time
constraints and working adults and difficulty in doing group assignments. The
overall feedback from Table 2 suggests that while the active experiential learning
approach had positive effects on understanding project management concepts and
principles for a significant portion of participants, there is room for improvement
in promoting engagement, active participation, and practical skill application.
Addressing challenges related to time constraints and individual preferences could
lead to a more effective and inclusive learning experience.
C. Course Learning Outcomes Achievement

Table 3 and Table 4 show the course learning outcomes achievement and
the overall of rating in terms of the knowledge gained.

Table 3. Achievement of Course Learning Outcomes.

Likert Very Weak Fair Good Excellent

Scale/Course Learning weak
Outcomes

Analyse issues - - 25.0% 62.5% 12.5%

and challenges related
to project management
for seeking effective
solutions.

Propose how a - - 25.0% 50.0% 25.0%

project can be managed
efficiently by using
appropriate skills,

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Sharifah Rosfashida Syed Abd Latif, Thirumeni T Subramaniam, Azmi Che
leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

tools, techniques,
planning, and control.

Construct the - - 25.0% 62.5% 12.5%

project management
plans based on any
project organisational
setting and project
environment.

Data from the Likert scale indicates that a significant portion of learners
achieved “Good” ratings in the course learning outcomes, showing a reasonable
level of understanding and competence in project management concepts.
Additionally, a smaller percentage of learners performed exceptionally well and
received “Excellent’ ratings in these areas.

Table 4. Rating of knowledge gain and understanding of project

management concepts.

Likert Very Weak Fair Good Excellent

Scale/Rating weak

Before 37.5% - 12.5% 37.5% 12.5%

taking the
course

After - - 12.5% 75.0% 12.5%

taking the
course

Most learners (75%) rate their knowledge and understanding of project

management concepts as "Good," indicating a significant positive impact of the
course. A smaller percentage (12.5%) still rate themselves as having a "Fair"
understanding, and another 12.5% have reached an "Excellent" level of
understanding. Overall, the findings suggest that the course has had a positive
effect on the knowledge gained and understanding of project management
concepts among the respondents. The percentage of learners who rated
themselves as having a "Good" understanding increased substantially after
taking the course, while those with a "Fair" understanding remained relatively

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stable, and a small portion achieved an "Excellent" level of understanding. The

course appears to have effectively improved participants' knowledge and
comprehension of project management concepts.

D. Reflective Essay Analysis

This section analyses of the reflective essay assignment using the thematic
method from ten respondents. Table 5 to 12 shows some of the written reflective
essays of the respondents. The theme categories have been identified as
knowledge, skills, competencies in project management, adult learners,
experiential learning, course design, and group work challenges.

Table 5. Written reflective of R1.

Respondent Written reflective

R1 No doubt, every successful project has a plan and goals as
to reach the objectives. Since, the project management
emphasis on the importance of planning in the project
management, I am going to consider my goals course for
this subject. [Knowledge: Planning]
Through my assessment, the Project Charter is the
original concept behind the project charter was to
document the project manager’s authority and
responsibility, especially for projects implemented away
from the home office. [Knowledge: Development of Project
Charter]
I am going to use the fundamental excellence skills in
developing a successful project management. To begin
with, planning skills that I planned to work on.
[Competency: Project Management Planning]
On the aspects of the schedules, the critical path method
(CPM) on the estimated time for each task, I need to
elaborate on each task that been listed, and the estimated
time for each task. [Knowledge: Project Scheduling]
In order to be a wise planner, I need to have the most
primary aspects of the project. That will be the cost
estimation [Knowledge: Project Cost Management]
In order for the management to achieve the organizational
goals, the Project Manager needs to make a sound
decision. [Competency: Decision Making]

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Sharifah Rosfashida Syed Abd Latif, Thirumeni T Subramaniam, Azmi Che
leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

The many processes and frameworks used to design, carry

out, and deliver projects are referred to as project
development approaches. [Knowledge: Project
Management methodologies]
As the communication management is the formal or
informal process of conducting or supervising the
exchange of information either upward, downward,
laterally or diagonally. [Knowledge: Project
Communication Management]
Leadership will be one of the elements I will be embraced
as my goal to be a wise planner. [Competency: Leadership]
The other aspects to be a skillful project manager in the
future, has been part of the project management the
retrospectives of the lesson learned need to be carried out
during and shortly after the project life cycle. [Knowledge:
Lesson-learned, Project life cycle]

Respondent 1 strongly emphasised obtaining knowledge, correct skills,

and competencies in managing projects through the course. The importance of
applying the project management body of knowledge is essential. Systematic
execution and monitoring of projects through a good understanding of the
project life cycle can be adopted at the workplace.

Table 6. Written reflective of R2.

Respondent Written reflective

R2 This project assignment provides an overview of project
management and demonstrates how to put into practise
the abilities we need for the field of project management,
which depends on strong teamwork to accomplish all
project objectives within the allotted time restrictions.
[Competency: Effective and Efficient Project Management,
Teamwork]
We debated the SDGs' content and suggested headings. We
all enumerate the 17 SDGs' components and offer our
thoughts and opinions. [Knowledge: Sustainable
Development Goals]

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Respondent 2 reflected that strong teamwork among group members is

crucial to completing the assignment tasks within the stipulated time. Deep
knowledge acquired on the sustainable development goals in relation to
choosing the project scope of work for the assignment is also another pertinent
element.

Table 7. Written reflective of R3.

Respondent Written reflective

R3 Since each of us are adult learners with other
responsibilities, there are difficulties on maintaining
constant communication with each other. However, we
were able to leverage the use of technology such as
WhatsApp group for updating quick and short
information, as well as the my Inspire forum for a more
thorough discussion among team members. Additionally,
we were able to set and maintain a weekly meeting
schedule to meet and discuss with each other using Google
Meet. In short, this project assignment has been a great
experience for me in regard to the assignment
management, as well as the team management, especially
in managing virtual team of adult learners.
[Competency: Communication, Teamwork]

Challenges as adult learners is another element that respondent 3 stated in

completing the course assignment as all learners are distant in nature and had
to respond in a virtual method.

Table 8. Written reflective of R4.

Respondent Written reflective

R4 The initial thought process of reading the assignment
question, and finding out that it was a group assignment,
went from dread, to uncertainty, to optimism, and then
confidence, as well as everything in between. It was an
interesting process to say the least.
One of the most important factors in organising the
assignment was communication.
Every team member was very honest about their ability to
complete work according to plan, as well as being
accepting of others’ limitations. This culture of

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leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

transparency led to a very conducive and positive

environment in which to work.
[Competency: Communication, Transparency & Attitude:
Confidence,]
Overall, this Project Management course has been an
enjoyable and eye-opening experience for me. I had learnt
many things from my lecturer through the eTutorials, as
well looking at different perspectives through the
interactions with my coursemates on the online forums.
The rich exchange of ideas, challenges to my personal
views, as well as the consideration of opposing views from
others is something that has definitely broadened my
mind.
[Competency: Collaboration, Experiential learning]
Discovering the processes involved in the managing of a
project, was also a highlight. Refined over many decades,
evolving with the times and technology, but also varied in
different parts of the world. Learning that there are so
many aspects to consider when managing a project lends
new respect for the teams that are on the ground,
managing various projects in a wide variety of industries,
all over the world. From small projects that range from a
few tens of thousands of ringgit, all the way to multi-
billion ringgit national projects, the responsibility of the
personnel involved in project management is nothing short
of incredible. The level of knowledge, skill, and discipline
brought by the personnel involved can either make or
break a project.
[Competency: Project management methodologies,
Teamwork]

Respondent 4 relates the journey which improved the overall experience

from uncertainties towards optimism and increase in confidence level
through the group assignment.

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Table 9. Written reflective of R5.

Respondent Written reflective

R5 These assignments improved my abilities to manage real-
world project circumstances and helped me comprehend
the practical consequences of project management ideas.
Overall, my understanding of project management has
been dramatically shaped by the preparation of the project
assignment tasks and the course experience. I now have
the knowledge and confidence to manage projects
successfully because of a combination of theoretical
understanding, real-world experiences, and interaction
with peers and subject matter experts. I appreciate the
possibilities for growth and learning during this course,
and I'm eager to use what I've learned to help manage
projects in the future.
[knowledge, competencies, collaboration, experiential
learning]

Respondent 5 appreciated the course experience and the project

assignment tasks that improved the ability to manage real-world projects
through understanding of the theoretical aspects, real-world experiences, and
collaboration with peers from different industries.

Table 10. Written reflective of R6.

Respondent Written reflective

R6 The programme was thoughtfully designed, offering a
healthy blend of academic ideas and real-world
applications. Because the course was interactive, I was
able to have conversations with my classmates and build
a collaborative learning atmosphere that valued different
points of view and constructive criticism.
The promotion of originality and independent thought
was one feature that really caught my attention. The
course assignments emphasised critical thinking and
applying knowledge in new ways rather than just having
students memorise facts. This strategy not only improved
my problem-solving abilities but also gave me more self-
assurance while dealing with real-world situations.

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leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

[Course Design: Collaborative learning, Critical

Thinking, PBL, Experiential learning]
In hindsight, the course experience also helped me
understand the value of efficient organisation and time
management. It took careful planning and prioritisation
to juggle project tasks, coursework, and personal
commitments. I gained more discipline and structure in
how I manage my time as a result, which will surely help
me in my future endeavours.
[Competency: Time management, Prioritisation]
In conclusion, this course's project assignment
assignments had a significant impact on how I learned.
The preparatory procedure required commitment,
investigation, and a pro-active attitude. These tasks gave
me the chance to put my academic knowledge to use in
real-world situations and honed my critical thinking
skills. Additionally, the course as a whole was enriching
and promoted a collaborative learning environment that
promoted originality and independent thought. I will use
the knowledge I've obtained from this course, my
experiences, and my abilities as significant assets in my
future academic and professional endeavours.
[Competency: Critical thinking, Collaborative & Attitude:
Pro-active,]

The overall reflection from respondent 6 indicated that the course design
is suitable for adult learners and the course content covers both theoretical
aspects and real-world applications. In addition, the course also enriches the
learners’ critical thinking, problem-solving, collaboration, teamwork and
time management skills.

Table 11. Written reflective of R7.

Respondent Written reflective

R7 My challenge for Project Management subject in OUM is,
absurd, mainly on the team and group video presentation.
Trying to get a group and to make this happen is so

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difficult. I think OUM need to understand that we are

working adults and not everyone is cooperative.
One of the respondents stated that the challenge in completing the
assignment in a group is difficult to manage as they are working adults and
lack cooperation.

Table 12. Written reflective of R8.

Respondent Written reflective

R8 … the course fostered my ability to think critically and
analyses complex problems. The project assignment
required me to integrate knowledge from various
disciplines, such as architecture, engineering, and
environmental science, to propose sustainable solutions.
Additionally, the course provided ample opportunities for
self-reflection and growth. The feedback and guidance
received from instructors and classmates were
instrumental in refining my ideas and improving my
communication skills.
[Competency: Critical thinking, Communication, &
Learning Skill: Self-Refection]

The last respondent highlighted the importance of knowledge

integration to complete the assignment tasks and to propose sustainable
solutions. Other aspects that also conquered with other respondents are
critical thinking, communication skills as well as growth, and self-reflection.

CONCLUSION

This study explored the incorporation of strategies in view of the

university’s current transformation towards Inclusive Digital Education. The
project management course selected for this study provided the opportunity to
analyse qualitative responses from a total of ten learners. The achievement of
learning outcomes for the course is largely positive with a marked difference
between before and after the course. The use of experiential learning strategy is
seen positive in terms of knowledge and skill acquisition. However, the
learners were not satisfied with the level of participation in Group Work. The
thematic analysis of the learner’s transcribes showed highly positive feedback
ranging from Course Design and use of strategies such as Experiential

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Sharifah Rosfashida Syed Abd Latif, Thirumeni T Subramaniam, Azmi Che
leh, Mohd Tajuzzaman Hassanor
Enhancing Project Management Education: Investigating the Effectiveness of
Flipped Learning and Active Experiential Learning Approaches

Learning, and Problem Based Learning. Most feedback tends to focus on

positive experiences in terms of knowledge and competency acquisitions.
Competency acquired range from project management competencies, and soft
skills. The soft skills stated include 21st Century skills such as Communication,
Collaborative and Critical Thinking Skills, and others. What is more impressive
is discovery of the change in attitude in terms the respondent’s Confidence and
Pro-active attitude. The only dissatisfaction found is in the requirement to work
in a group that was dampen by the level of participation. Nevertheless, there
are positive outcomes from the group work in team of engagement with people
from different industries and development of their teamwork competency. The
findings reveal that the direction taken is indeed positive and further
exploration in terms of innovative pedagogy towards greater active
participation should be pursued. The use of video lecture must be tested against
its use and effectiveness through standard user experience tests.

ACKNOWLEDGMENT

The author wishes to extend heartfelt thanks to the learners from the
Master of Project Management and Master of Occupational Safety and Health
Risk Management programs at Open University Malaysia for their invaluable
support in data collection and insights.

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