Assessing the Transformative Impact of Flipped Learning in Project Management Education: The Case of a Saudi University

Abstract

The present study investigates the effects of incorporating a flipped learning course into project management education as an innovative methodology. The course was designed to foster critical thinking and reflective learning among students, in accordance with the pedagogical principles of the ASSURE instructional model. The inquiry examines the scholastic accomplishments of students enrolled in the project management course, evaluating their capacity to implement acquired competencies in practical situations. Furthermore, the research investigates the progression of self-learning and self-regulation abilities that arise from engagement in this innovative educational endeavor. The study encompassed the development and implementation of a flipped learning course in E-learning project management. Subsequently, reflective exercises, focus group dialogues, and semi-structured observations were conducted with a sample of 29 postgraduate students located in Riyadh, Saudi Arabia. The results emphasize favorable consequences, such as increased student engagement, improved comprehension of the material, greater learning flexibility, an enriched platform for the exchange of knowledge, active participation in both individual and collaborative projects, the development of reflective writing abilities, heightened student interaction, and the acquisition of critical competencies for project management and other domains. The transformative capacity of the flexible classroom approach in project management education is highlighted in this study.