Development and Delivery of an Integrated Project-Based Jobsite Management Undergraduate Course

Barlow, Philip L.

doi:10.1080/15578771.2010.538948

Cited by 9 publications

(4 citation statements)

References 7 publications

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“…Based on the survey results, the implementation of PBL with VDC has had a higher impact on developing generic competencies than implementing PBL with BIM [26,[42][43][44]. These higher scores are found in the VDC methodology's theoretical background that the BIM methodology lacks, which is reflected by (1) the stakeholders' integration and collaboration (ICE component) for the planning, analysis, and optimization of the workflow (PPM component), and (2) the use of virtual models (BIM component) to manage project information and represent the final product [9,52].…”

Section: Discussionmentioning

confidence: 99%

Applying Project-Based Learning (PBL) for Teaching Virtual Design Construction (VDC)

et al. 2023

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Learning-centered models, which rely on active methodologies such as Project-Based Learning (PBL), should be adopted in undergraduate programs to potentiate the development of collaboration skills within future industry professionals like civil engineers. Thus, this study reports the implementation of PBL in two successive Virtual Design and Construction (VDC) courses from an undergraduate civil engineering program: 1) VDC I, in which the VDC methodology implementation was applied theoretically in an already-built project, and 2) VDC II, in which the VDC methodology implementation was applied in a currently-under-construction project. The study's objective is to identify students' perceptions of PBL influence on their learning experience, degree of acquisition of generic competencies, and project development under the VDC methodology. To assess the PBL and VDC implementation, a survey was applied to measure students' perceptions of the three mentioned variables. Results show an increase in their perceptions about the benefits of implementing VDC and PBL for the generic competencies acquisition process by more than a third, compared to other studies which implemented Building Information Modelling (BIM) with PBL. This is due to the theoretical background of the VDC methodology in terms of collaboration, processes, and tools. Besides, VDC II students' perceptions of the generic competencies' development process, degree of learning, and project development improved by 6.13%, 7.15%, and 3.44%, respectively, compared to VDC I students' perceptions, which is owed to the natural interaction between students and stakeholders of the projects adopted.

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Section: Discussionmentioning

confidence: 99%

Applying Project-Based Learning (PBL) for Teaching Virtual Design Construction (VDC)

et al. 2023

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“…California Polytechnic University, also enabled learning and comprehension through a PBL methodology (Barlow, 2011). The PBL methodology was adopted in a job site construction management course to teach the topics of the course.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology

Torres

2024

INT J INSTRUCTION

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The objective of this study is to develop and implement a Project Based Learning (PBL) methodology to improve student comprehension of sustainability topics relating to the concrete industry. A milestone-based PBL methodology was implemented in a concrete technology course that emphasizes the project by creating individual milestones that are due throughout the semester. This intervention took place in an undergraduate program during six semesters, not including the control semester in which a conventional end-of-semester project was used to teach the same topic. The milestone-based PBL methodology was assessed indirectly using pre-and post-questionnaires to the participants and directly using quiz, homework, exam, project, and overall grades. Additionally, the participants provided feedback regarding the methodology. The results show that the students overwhelmingly preferred the milestone-based PBL over the standard project, which is complemented with an average increase of 16, 13, 17, 28, and 14 percentage points for the quiz, homework, exam, project, and overall grades respectively. This amounted to an overall average increase from 74% to 92%. These conclusions not only demonstrate a positive impact of PBL to the students in this course, but also provide further insight and evidence regarding the effectiveness of PBL methodologies for the engineering education community.

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“…Construction industry advisory boards and construction students purport, through published work, the benefits of learning in a studio-based model (Rokooei & Hall, 2018;Rokooei & Ford, 2019). Striving to implement an integrated project-based approach to teaching in construction education has been well documented (Barlow, 2011). Organizations such as the Foundation for Interdisciplinary Studies (FIS) solely exist to encourage inter-professional education and collaboration amongst students in AEC and related degree programs (FIS, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Impact of a Studio-based Model on Construction Students’ Perceptions

Barlow¹,

Rokooei²

EPiC Series in Built Environment

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A Studio-based learning model is a common instructional model in architecture, art, and design-based programs. The features of this type of learning model are attracting the attention of educators in many disciplines including construction education. However, applying this educational model in the field of construction is still new and needs more investigation and assessment. One key way to evaluate the effectiveness of this model and to inform ways of improving it is accessing students’ perceptions where it is currently being practiced. The main objective of this study was to explore how construction students perceive a studio-based model in the curriculum. A quantitative research method was designed and employed to identify challenges, potentials, and the importance of an existing studio-based model approach. A group of senior construction management students at Cal Poly, participated in this study in the Spring of 2019. The results indicated an enhanced opportunity for the class to work and learn together through teamwork, collaboration, and group discussion was a significantly positive studio-based outcome. Student perceptions were also analyzed on a studio-based models’ effectiveness, optimization, and learning. The results of this study can be used as a framework for preliminary design and implementation stages of a studio-based learning model at other universities and enhance ones currently using it.

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Development and Delivery of an Integrated Project-Based Jobsite Management Undergraduate Course

Cited by 9 publications

References 7 publications

Applying Project-Based Learning (PBL) for Teaching Virtual Design Construction (VDC)

Applying Project-Based Learning (PBL) for Teaching Virtual Design Construction (VDC)

Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology

The Impact of a Studio-based Model on Construction Students’ Perceptions

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