Combining Simulation-based Training and Flipped Classroom in Project Management Learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Every year, countless projects are finished late, go over budget or end up being cancelled, often because their project managers and project teams lack the necessary tools and techniques to support their decision-making. Students of project management courses around the world have difficulty integrating the different knowledge areas of project management, after studying each knowledge area separately. Students then struggle and even fail when it comes to applying these concepts in a real-life project. Simulation-based training contributes to the solution of these problems by linking the concepts learned during a project management course and providing the experience of managing a simulated project that serves as preparation for real life. The objective of this research is to study the impact of simulation-based training and flipped classroom methodology on students learning project management. The contribution of this research is twofold. First, from a theoretical perspective, simulation-based training and flipped classroom methodology literature is enriched and broadened by applying both teaching tools. Second, from a practical perspective, an improvement in results, satisfaction and lessons learned was found when using simulation-based training under flipped classroom methodology compared to simulation-based training in a traditional classroom.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it