A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Students’ Perception of Instructional Delivery Methods Utilizing Various Teaching Modalities in an Integrated Construction Management Curriculum
This paper discusses students’ perspectives about the instructional delivery methods they prefer and find most effective in an integrated construction management curriculum at a major university. Utilizing a spiral learning (SL) framework, integrated project-based laboratories have been designed to complement and enhance student learning throughout the curriculum, providing opportunities for students to build and perform experiential lab activities by applying knowledge first learned through various methods of instruction; students then build upon that knowledge in each successive course. Instructional delivery methods are examined through a student survey on their perceived effectiveness and preferences through various instructional modalities including asynchronous, virtual synchronous, face-to-face, and a hybrid. With a 95% confidence interval and a 7.8% margin of error, 65% of students both preferred and found hands-on building and lab activities to be most effective over all other instructional delivery methods. These results were consistent across all delivery modes in all courses with a problem-based learning component within the SL construction management curriculum.
Students’ Perception of Instructional Delivery Methods Utilizing Various Teaching Modalities in an Integrated Construction Management Curriculum
This paper discusses students’ perspectives about the instructional delivery methods they prefer and find most effective in an integrated construction management curriculum at a major university. Utilizing a spiral learning (SL) framework, integrated project-based laboratories have been designed to complement and enhance student learning throughout the curriculum, providing opportunities for students to build and perform experiential lab activities by applying knowledge first learned through various methods of instruction; students then build upon that knowledge in each successive course. Instructional delivery methods are examined through a student survey on their perceived effectiveness and preferences through various instructional modalities including asynchronous, virtual synchronous, face-to-face, and a hybrid. With a 95% confidence interval and a 7.8% margin of error, 65% of students both preferred and found hands-on building and lab activities to be most effective over all other instructional delivery methods. These results were consistent across all delivery modes in all courses with a problem-based learning component within the SL construction management curriculum.
Students’ Perception of Instructional Delivery Methods Utilizing Various Teaching Modalities in an Integrated Construction Management Curriculum
Cleary, Joseph P. (author) / Kolegraff, Stacy (author) / Kline, Andrew R. (author)
Construction Research Congress 2022 ; 2022 ; Arlington, Virginia
Construction Research Congress 2022 ; 172-181
2022-03-07
Conference paper
Electronic Resource
English
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