An Experimental Study of Instructional Pedagogies to Teach Math-Related Content Knowledge in Construction Management Education

Lee, Nam-Hun; Lee, Lee W.; Kovel, Jacob

doi:10.1080/15578771.2016.1141440

Cited by 12 publications

(7 citation statements)

References 3 publications

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“…It is advised that in order to make instructional practice effective it is necessary that theoretical principles, instructional design, and learning environment are connected [29]. When designing problem-based learning, the emphasis must be put on analyzing behavioral objectives and assessing learner performance with criterion-referenced tests [27]. The authors in [40] mention the following six activities, which are prominently featured in the planning stage: I.…”

Section: Stages Of Instructional Design Development: Designmentioning

confidence: 99%

“…The teachers' role in PBL is very well described in the literature (e.g., [27,35,80]) as a learning facilitator, coach, or guide as they become partners in learners' problem solving [26,80]. Changing the role as a university teacher-from master of knowledge to a learning facilitator-is not an easy thing because it involves a lot of communication, discussion, mutual interaction, group work, reading, writing, teamwork, drafting, and presenting in class, which takes a lot more effort/workload on the part of staff [5,36,76,80,102].…”

Section: Stages Of Instructional Design Development: Evaluatementioning

confidence: 99%

“…The key issue in such a case is ensuring that all questions given to individual students are fair and truly capture the complexity of a student's contribution (ibid.). Another way to help students improve is giving them feedback and the evaluation rubrics that help them see what they achieved through learning within a team [27].…”

Section: Implementmentioning

confidence: 99%

“…PBL, PjBL, and CBL can also be used to improve engineering students' desirable technical and transversal skills: teamwork, communication, and conflict resolution [5,18,[20][21][22][23], collaboration [24,25], management of resources, such as time, money, etc. [18], entrepreneurship [21,26], critical thinking and problem solving [22,[27][28][29], and self-directed learning (as an indicator of life-long learning) [17,23,30].…”

Section: Introductionmentioning

confidence: 99%

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Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

et al. 2022

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Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners.

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Section: Stages Of Instructional Design Development: Designmentioning

confidence: 99%

Section: Stages Of Instructional Design Development: Evaluatementioning

confidence: 99%

Section: Implementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

et al. 2022

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“…The incorporation of educational theory into workforce training has been noted in industries such as information technology (e.g., Gaikwad and Bharathi, 2018), computer science (e.g., Antonis et al, 2011), ecology (e.g., Parkinson et al, 2003), and law enforcement (e.g., Michael, 2003), to name a few. A growing body of research has focused on education of construction management and civil engineering undergraduate and graduate students (e.g., Jensen and Fischer, 2006;Harfield et al, 2007;Kamardeen, 2014;Cho et al, 2015;Lee et al, 2016;Holt et al, 2018;Talley and Torres, 2018;Poon, 2019;Torres et al, 2019;Kim and Irizarry, 2020); however, few studies have focused on construction industry workplace training (Detsimas et al, 2016). The proven outcomes associated with formalized educational theory warrant a comprehensive review of the current state of construction workforce training that integrates educational theory in its design.…”

Section: Introductionmentioning

confidence: 99%

Educational Theory-Integrated Construction Industry Training: State-of-the-Art Review

Jadallah

Friedland

Nahmens

et al. 2021

Front. Built Environ.

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Workforce training is needed throughout the construction industry to create and maintain competent workers; unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction training has the potential to improve industry training, but the status of this integration has not been well articulated. To address this gap, this article undertakes a state-of-the-art review of education theory–integrated construction training for current industry professionals. To measure the extent of educational theory integration, this article identifies and summarizes studies that meet inclusion criteria, identifies the frequency of occurrence of Bloom’s Taxonomy verbs as a measure of student learning outcomes, and identifies and compares commonly used words within the identified construction training literature and foundational educational theory literature. This article presents a systematic review of published construction workforce training studies that have incorporated educational theory in the design and implementation of the training. The results reveal that, of the 15 construction training studies that met the inclusion criteria, two-thirds (2/3) focused on worker safety and only three studies (20%) targeted managers or designers. Fewer than 35% of terms that were identified as frequently used terms in the published construction training studies were categorized as educational. The results of this study provide a baseline of education theory–integrated construction training research, from which gaps and best practices can be identified and implemented to improve construction industry training.

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Flipped classroom improves academic achievement, learning retention and attitude towards course: a meta-analysis

Tutal

Yazar

2021

Asia Pacific Educ. Rev.

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An Experimental Study of Instructional Pedagogies to Teach Math-Related Content Knowledge in Construction Management Education

Cited by 12 publications

References 3 publications

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Educational Theory-Integrated Construction Industry Training: State-of-the-Art Review

Flipped classroom improves academic achievement, learning retention and attitude towards course: a meta-analysis

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