Batching production is to process products in lots rather than by the piece and most activities in repetitive construction projects are performed by batching production. Batch size is a key factor which affects duration of construction project and it is recommended to use small batch size for early completion of construction projects. However, it is possible that batch sizes are different each other between activities, and no research about impacts of batch size matching has been conducted. This paper is to examine the impacts of batch size matching on construction duration. A computer simulation model which includes two activities was developed. Two hypotheses were tested under the Monte-Carlo simulation method: 1) small batch sizes which are not matched each other can reduce time depending on productivities and 2) synchronized batch sizes leads to earlier completion of project than unsynchronized batch sizes irrespective of productivities. The results identify an advantage of matching batch sizes with regard to project duration and show that batch size matching needs consideration of compatibility between productivities also.

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The flipped classroom approach is a pedagogical method for students' active learning and engagement in learning activities. Many Construction Management (CM) educators have adopted this pedagogical method and confirmed its benefits in classroom teaching. However, the effectiveness of the flipped classroom model on students' learning in 100% synchronous online courses, specifically for CM education, is not reported. Considering a massive shift to virtual learning during the Pandemic, CM educators need to understand the feasibility and effectiveness of flipped classrooms for online courses, which is the focus of the current study. This paper initially presents the technologies and methods adopted in this study to transform two online CM courses into a flipped approach. Later, the flipped classroom model's effectiveness is assessed through student feedback. The results indicated a mixed response from the students regarding the effectiveness of the flipped classroom model over traditional teaching. Although around two-thirds of the student body recommend the flipped classroom model over conventional education, they now prefer conventional face-to-face teaching over the online flipped classroom. This mixed response may be due to the lethargy caused by complete remote learning in 2020 due to Covid-19.

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