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Assessing the Effectiveness of Active-learning Approaches in Advancing Student Understanding of Construction Scheduling in a Virtual Environment

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Construction Engineering Division Technical Session 1

Tagged Division

Construction Engineering

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/1-2--36713

Permanent URL

https://peer.asee.org/36713

Download Count

182

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Paper Authors

biography

Yewande S. Abraham Rochester Institute of Technology

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Yewande Abraham Ph.D., LEED AP O+M, is an Assistant Professor in the Department of Civil Engineering Technology Environmental Management and Safety at Rochester Institute of Technology (RIT). She received her Bachelor's and Master's in Civil Engineering from Cardiff University, Wales, United Kingdom and completed her Ph.D. in Architectural Engineering at The Pennsylvania State University, University Park. She teaches courses in construction management at RIT including construction scheduling, planning and control, principles of construction leadership and management, and sustainable building construction and design. Her research is in sustainable built environments, occupant comfort and behavior, indoor environmental quality, and building energy consumption.

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biography

Bilge Gökhan Çelik Roger Williams University

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Dr. Bilge Gökhan Çelik is a Professor of Construction Management at Roger Williams University. He earned his Ph.D. in Design, Construction, and Planning from the University of Florida and his M.Sc. and B.Sc. degrees in Architecture from Anadolu University in Turkey. Dr. Çelik’s research and publications focus on green buildings, construction education, project management, construction planning, and scheduling. He is also teaching undergraduate and graduate courses in project management, estimating, scheduling, control, and sustainability areas.

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Max Frasier Spaan Rochester Institute of Technology

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Natalie Mansson

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Abstract

As demand for online learning increases, it is becoming even more critical and challenging to ensure that instructors are equipped with the requisite skills and knowledge to support student learning and accomplish associated outcomes. Many studies urge online classes to be more engaging and collaborative to provide a compatible alternative to in-person settings. Studies have explored, and many confirmed the importance of active learning in different fields. Several instructors have implemented active learning in their in-person classrooms, while only a few looked at such techniques in virtual environments. In an effort to address the gap in the literature, the authors developed an experiment that involved fifteen students who participated in a workshop covering fundamental concepts in construction scheduling. Participants were from two different institutions. They were split into two groups. One group was taught online through a traditional lecture with no prominent active learning component. They completed the practice exercise individually, while the second group was allowed to work on the practice exercise in breakout rooms on Zoom. All students completed pre and post-workshop surveys to assess students' learning of the workshop outcomes and explore the effectiveness of utilizing active learning components in online course deliveries, particularly for construction management undergraduate programs. The results of this study indicate that virtual workshops are effective in increasing student’s learning of construction scheduling topics, while more research is needed to confirm effectiveness of specific active learning techniques within virtual settings.

Abraham, Y. S., & Çelik, B. G., & Spaan, M. F., & Mansson, N. (2021, July), Assessing the Effectiveness of Active-learning Approaches in Advancing Student Understanding of Construction Scheduling in a Virtual Environment Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36713

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