Lessons learned teaching engineering online to architecture and construction management students

May, Vicki V.; Brady, Pamalee A.

doi:10.1109/fie.2003.1264772

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…(2015) presented a didactic experience in the context of the classroom, blending smartphones and QR codes that have proven to be powerful in problem solving and in investigative tasks by the motivational factor that triggered students. It is recommended that teachers try to find effective ways to leverage mobile tools in the classroom as the mobile learning becomes more and more prevalent (Miller, 2014), where mobile learning can create both the tool and the need, especially free applications and tools that can be used in enhancing the learning experience. This is going to make teachers happy, since there is no financial commitment to purchase such kind of apps or tools, and that makes the implementation of these practices easier.…”

Section: Using Qr Codes In Teaching and Learningmentioning

confidence: 99%

Video-based e-learning for an undergraduate engineering course

Zaneldin

Ahmed

El-Ariss

2019

E-Learning and Digital Media

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E-learning offers tremendous benefits to teachers and students as it enhances the teaching and learning experience. Despite the adoption of e-learning in many educational institutions worldwide, delivery of construction management courses has been limited to traditional lecturing approach and the use of limited technology such as PowerPoint presentations and smartboards. This study investigates the effectiveness, benefits, and students’ satisfaction of using video-based e-learning approach in delivering the topics of a construction management undergraduate course by introducing instructional videos related to the topics of the course. A total of 67 undergraduate students were surveyed using a closed- and open-ended questionnaire in one of the leading universities in the United Arab Emirates. The survey was designed and posted using the Blackboard learning platform and students were asked to access these videos and respond to the survey via Blackboard. Surveyed students took the construction management undergraduate course in the “Fall 2018” semester using instructional videos supplied to them in the form of quick response codes in order to be more attractive learning experience to the students rather than using a direct web link that would be more accessible and even could be enriched with logo or numbers that reflects the quick response code contents rather than to distract them. This course has seven learning outcomes and the performance of students in the seven course learning outcomes was compared with that of students who took the same course in the “Spring 2018” semester using the conventional face-to-face lecturing. The responses received from students indicated that they are satisfied with the contents of the instruction videos and benefited from these videos. The received data were statistically analyzed and, despite the fact that this course required more hands-on applications, the results showed that e-learning resulted in better learning outcomes as compared to face-to-face lecturing and boosted student’s learning experience. Students also considered the e-learning approach useful as it allows them to access course material anytime and anywhere. Moreover, it has been revealed that absolutely more than 60% of the students preferred to study by blended learning, a combination of e-learning and traditional face-to-face lecturing since it is useful and helpful to their academic progress. It has been shown that despite the limited online e-learning resources of the course, educators can find solutions to enhance the traditional contents of the course material with the available online recorded resources or even to encourage students to develop a related interactive material to the course content that would be used for the subsequent semesters.

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Section: Using Qr Codes In Teaching and Learningmentioning

confidence: 99%

Video-based e-learning for an undergraduate engineering course

Zaneldin

Ahmed

El-Ariss

2019

E-Learning and Digital Media

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“…Numerous construction programs across the US offered online education to students before the COVID-19 transition in March 2020. These experiences with the OLE (before COVID-19) provided perspectives on the performance of the online courses [16,17]. Research has highlighted challenges and strategies to enhance the OLE implementation among Architecture, Engineering, and Construction (AEC) Programs.…”

Section: Introductionmentioning

confidence: 99%

Construction Education Delivery Method Changes During COVID-19: Student Perspectives

Adhikari

Mosier

Langar

2021 ASEE Virtual Annual Conference Content Access Proceedings

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“…Numerous benefits, such as the convenience to the learner and educator (Arbaugh, 2000;NEA, 2001;Shea et al, 2005), economics and scalability (Deming et al, 2015), increased higher education access (NEA, 2001), and higher levels of student learning (NEA, 2000, Shea et al, 2001, and others could be attributed to the success of online education. Even within the AEC education, numerous researchers have depicted how online education can be delivered effectively (Gao et al, 2009;May and Brady, 2003;Ahmed et al, 2016;Kelting et al, 2016;Xie et al, 2006). At the same time, online content development and delivery can prove to be challenging for instructors, especially with the pandemic.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Impacts on AEC Educators

Langar¹,

Adhikari²,

Mosier³

EPiC Series in Built Environment

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To alleviate the impact of COVID-19 on academia, numerous countries transitioned to electronic or online methods for education delivery. Within the US, during March and/or April 2020, numerous institutions transitioned to Online Learning Environment (OLE). However, very little is known about how the transition to OLE impacted the educators. Thus, the research aimed to determine the impact of OLE transition on AEC educators as per the academic ranks and gender. The study utilized an online survey method with the study emailed to 1,880 educators across the US during May-August 2020. The study presents the findings of 179 educators. The study found that with the transition to the OLE, proficiency with online content delivery was reported to have increased considerably. The majority of the respondents indicated that the transition to an OLE negatively impacted their productivity. Different faculty ranks perceived productivity impacts on "Research," "Service," or "both research and service" differently. Tenure-track balance faculty indicated that the "Research" productivity was negatively impacted, whereas part-time faculty and full-time non- tenure-track faculty indicated the "Service" productivity to be impacted negatively. Transition to an online environment also resulted in negative productivity across educator genders, with men reporting slightly higher negative productivity impacts than women.

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Lessons learned teaching engineering online to architecture and construction management students

Cited by 4 publications

References 1 publication

Video-based e-learning for an undergraduate engineering course

Video-based e-learning for an undergraduate engineering course

Construction Education Delivery Method Changes During COVID-19: Student Perspectives

COVID-19 Impacts on AEC Educators

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