A building design project that requires civil engineering students in the UK and architectural students in Canada to collaborate virtually has been implemented at universities in the two countries. The aims were to obtain a greater understanding of the process, strategies and expected outcomes for a more effective implementation of problem-based learning to hone communication and teamwork skills. Data were obtained from a series of interviews with 23 students from seven groups, assessment results of 249 participating and non-participating students, and student evaluation. The findings suggest that the professional ethos of the groups and the consequent building of trust is the greatest factor in supporting successful collaborations. This has been found to be able to overcome many barriers related to technology and differences of culture, language, time zone and tasks. However, the activity did not seem to have any impact on student performance, but has improved the project management skills of participating students. The activity has also contributed positively to increasing student satisfaction. Several lessons for future implementation are presented, before limitations and further research are described.

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In the built environment (BE)

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The National Centre for Advanced Construction Technology (ACT-UK), based at Coventry University, is a newly established construction management simulation centre. The aim of this research is to investigate the possible role of ACT-UK in the undergraduate Building degree curriculum at Coventry University. Case study methods are adopted and include questionnaire surveys and interviews of construction employers, students and academics to develop a proposal for the possible use of the new simulation centre. The analysis indicates a high degree of enthusiasm for the use of the new simulation centre, but also raises issues regarding its cost and the ease with which it can be embedded into the current curriculum. Following on from the analysis, an outline of a programme that meets the needs of all parties is presented. The case study offers a lesson for the adoption of an innovative new learning approach to enhance the student learning experience within a higher education context.