Morgan State University, Baltimore, Maryland
April 7, 2017
April 7, 2017
April 8, 2017
High impact pedagogical techniques and tools are very crucial in enhancing learners' engagement and mastery of competencies/concepts in an online environment. To facilitate learners’ engagement and mastery of engineering concepts, instructor-learners, content-learners, and learner-learner interactions in an online environment; teaching techniques and tools must be carefully selected. This paper describes how construction site tour was adopted as a high impact pedagogical technique to actively engage and enhance students’ performance in an online Statics class during a short mini-winter semester. It has been noted that students become more engaged when learning experiential, hands-on, inquiry–based and project oriented. The paper further reveals how this technique fosters direct hands-on experience where students are given the opportunity to learn in real-world settings (construction site) and reflect in a classroom setting. The online environment gave the students the opportunities to achieve the course objectives while residing in their home countries/states during the winter break. As the students were spread all over the world during the winter break some in America, Asia, Europe and in the middle east, they were required to visit any construction site in their vicinity where they would be able to visualize and experience the application of principles of statics and dynamics in the safe operation and maintenance of all the construction equipment as well as visualize the structural members of the infrastructure. The students were required to write a detailed report in accordance with an earlier supplied rubrics, which served as an instrument to assess the student achievement from the real-life application pedagogy. In order for the author to validate that the students actually visited the site, the author adopted an innovative approach by requiring each student to produce a construction site tour video with each student appearing in the video. The instruments that were used to assess the impact of the construction site tour on students’ performance were the construction site report and video; and the correlation of the construction tour grade with the overall course grade. There is a strong statistical association (90% correlation) between the construction site tour grade and final course grade. The paper finally recommends that this pedagogy can be adopted by engineering programs that are contemplating of offering Statics in an online environment.
Owolabi, O. A. (2017, April), Construction Site Tour as a High Impact Pedagogical Technique to Actively Engage and Enhance Students Performance in an Online Engineering Class Paper presented at 2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland. https://peer.asee.org/29251
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