June 23, 2013
June 23, 2013
June 26, 2013
23.35.1 - 23.35.12
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.
Lee, N. (2013, June), A Conceptual Framework for Technology-Enhanced Problem-Based Learning in Construction Engineering and Management Education Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19049
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