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A Conceptual Framework for Technology-Enhanced Problem-Based Learning in Construction Engineering and Management Education

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Collection

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Incorporating Technology into Construction Education

Tagged Division

Construction

Page Count

12

Page Numbers

23.35.1 - 23.35.12

Permanent URL

https://peer.asee.org/19049

Download Count

34

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Paper Authors

biography

Namhun Lee East Carolina University

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Namhun Lee is an Assistant Professor in the Department of Construction Management at East Carolina University, where he has been teaching Construction Modeling and Information Technology, Construction Planning and Scheduling, Construction Estimating, Equipment Management, and Advanced Cost Estimating and Cost Analysis. Dr. Lee’s main research areas include: 1) Information Visualization and Decision Support Systems, 2) Building Information Modeling (BIM) and Information and Communication Technology (ICT) for Construction Management, and 3) Interactive Learning Systems Using Games and Simulations.

Address: Department of Construction Management, East Carolina University, Rawl Building 334, Mail Stop 307, Greenville, NC, 27858; telephone: 252-328-9656; fax: 252-328-1165; e-mail: leenam@ecu.edu.

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Abstract

Integrating Technology and Problem-Based Learning into Construction Engineering and Management EducationConstruction Engineering and Management (CEM) education in the higher education system hasbeen considered necessary. How to provide a quality of education to students has come to be amore important issue. Today’s students use technology, such as social networking, social media,texting, and digital games, in their daily life and expect the same for their education. However,most of higher education environments are contrary to student expectations of a high-technologylearning environment. For these students, the educator should raise questions about how toimprove the quality of student learning, how to improve the effectiveness of teaching, and howto do both affordably and efficiently. Problem-based learning is a valid pedagogical strategy andcontinues to arouse interest because the learning approach addresses several major concernsrelated to improving student learning. It also might be helpful to use current or emergingtechnologies to draw students’ active engagement. This paper provides a perspective of CEMstudents on using technology; reviews the benefits of problem-based learning; investigates thetechnology’s role in problem-based learning; and discusses the potential issues on implementingproblem-based learning with technology in a CEM curriculum. The findings from this study willprovide construction educators with the knowledge of instructional strategies when developing aproblem-based learning module with technology. Therefore, the educators can take the benefitsof both problem-based learning and technology for CEM courses.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015