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عنوان فارسی مقاله:
اهمیت مربوط به والدین پدری و مادری به عنوان پیش بینی کننده های استفاده از اینترنت در منزل نوجوانان
عنوان انگلیسی مقاله:
The relative importance of paternal and maternal parenting as predictors of adolescents' home Internet use and usage
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Project management education was designed traditionally according to an expository paradigm and accompanied by exercises to apply a particular technique or use a specific tool. However, exercises or case studies do not provide sufficientstimulus to engage students adequately to facilitate effective learning (Barron, 2005). Recent literature indicates that teaching and learning project management has grown in interest and popularity (Berggren & Soderlund, 2008; Ojiako, Ashleigh, € Chipulu, & Maguire, 2011; Salas-Morera, Arauzo-Azofra, García-Hernandez, Palomo-Romero, & Hervas-Martínez, 2013 ). Indeed, it is well accepted now that new and non-traditional initiatives are required. It is important to ensure that students engage in higher order thinking and learning (Roger, 2008). This need for change in the teaching methodologies in higher education is also promoted by the Bologna process of creating a European Higher Education Area (EHEA). Thus, consistent with the principles underlying this process (promoting the mobility of students, teachers and research and ensuring high-quality learning and teaching), the adoption of a new training model that is focused on learning (Prague Communique, 2001 ) is remarkable. In placing learning at the center of attention of higher education, a need arises to readjust the teaching methodology to the needs and conditions of the students. In this new period of reflection, it makes little sense to insist that the future of Europe will be a society of lifelong learning e the first strategic objective established by the “Strategic Framework for European Cooperation in Education and Training (ET 2020)” (European Council, 2009) - if teachers that are responsible to transform the new educational theory into practice continue to guide the cognitive activities of students to simple processes of repetition of concepts. Therefore, within the ‘ET 2020’, the adoption of student-centered teaching approaches has led to an important change in teachers' methodological practices. This is necessary to respond effectively to the need to ensure that there is a quality learning environment in the educational systems (ENQA, 2010; ESU, 2012; European Commission, 2013). More specifically, it has questioned the value of the dominant transmission model in higher education (Zabalza, 2011, p. 78), which emphasized the need to redefine to a great extent the traditional roles of teachers and students (European Commission, 2005, p.4). Undoubtedly, all this constitutes a powerful motor for innovating and improving the quality of teaching and learning processes in higher education in the field of project management. As part of the process of acquiring the skills needed to become project management professionals, a learning process should provide students with experiences that are similar to what they will encounter in the working world, i.e., an authentic context, (Caulfield, Veal, & Maj, 2011; Ku, Fulcher, & Xiang, 2011). This is in line with the theory of situated learning (McLellan, 1996; Orgill, 2007, pp. 187e203), which is based on the proven idea that meaningful learning by the student cannot be considered outside an authentic context in which it occurs. Therefore, the teacher's function can no longer be limited to transmitting decontextualized curriculum content to students (Ginns, Kitay, & Prosser, 2008; Navaridas, 2004, p. 48, p. 177). Instead, the instructor's role is to design relevant learning situations (Huber, 2008; Jonnaert, 2002; Niemeyer, 2006) to enable students to build applications or refutations of knowledge and also to develop contextualized skills in their immediate social, cultural and professional environments. Thus, with the teacher's expert help, the students become the main actors and are responsible for their own learning process. However, the ability to work in teams and to communicate effectively in visual, written and oral form is deemed to be an essential skill for a project management professional. This is particularly important when design team members are dispersed across multiple locations and meet in a virtual environment (van Rooij, 2009). In this sense, project-based learning (PBL) promotes teamwork (Kloppenborg & Baucus, 2004) and the development of skills in communication, negotiation, and collaboration (Bell, 2010). PBL has proven to be particularly effective when combined with Information and Communication Technologies (ICT) (Edelson, Gordin, & Pea, 1999; Solomon, 2003). In this sense, it is worth mentioning that ICT offer different benefits and educational opportunities in the teaching and learning process. For example, the use of ICT can address students' individual learning needs and provide personalized guidance and support (Mama & Hennessy, 2013; Santos & Boticario, 2015). Furthermore, recent studies have identified significant relationships between the use of ICT and students' perceived learning achievements and satisfaction (Paechter, Maier, & Macher, 2010; Valentín et al. 2013). Recent studies specifically consider the difficulties that students experience in learning project management topics (O'Dowd, 2013; Salas-Morera et al., 2013). Even when they are focused on international students' performance, most of their analyses are fully applicable to the general situation. It becomes quite clear that a combination of knowledge and a constructivist approach would provide some kind of experiential learning environment that would help to address the challenges of training successful project managers from the halls of academia. An interesting initiative was proposed by (Nooriafshar, 2013). That author demonstrated the relevance of simulated lifecycle environments for learning project management. The present work extends his proposal by not considering replication on different campuses, but by getting participants to work together, even when they study at different campuses. Thus, an additional layer of complexity is created by the use of virtual teams in an attempt to enhance collaboration and a cooperative learning experience (Johnson, Suriya, Won Yoon, Berrett, & Lafleur, 2002; van Rooij, 2009). It is important to note that globalization and the rapid development of ICT have increased the use of virtual teams in current organizations (Hertel, Geister, & Konradt, 2005; Penarroja, Orengo, Zornoza, S ~ anchez, & Ripoll, 2015). Using virtual teams not only promotes knowledge sharing and application, but also enhances the acquisition of special skills. The latter include an understanding of human dynamics across functional and cultural boundaries, which is necessary to lead and work in virtual teams in many organizations (Duarte & Snyder, 2006).
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