Asee peer logo

Team Building for Collaborative Learning Environment in Construction Education

Download Paper |


2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016





Conference Session

Construction Session 2: PM, BIM, and Collaboration

Tagged Division


Tagged Topic


Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


Seong Jin Kim Minnesota State University

visit author page

Seong Jin Kim is a Ph. D. in Building Construction. He had diverse teaching experiences in K-16 settings. His primary interests in research are class environments in teaching and performance improvements based on the team work and team alignment in construction organizations and job sites.

visit author page


Namhun Lee Central Connecticut State University

visit author page

Dr. Namhun Lee is an Associate Professor in the Department of Manufacturing and Construction Management at Central Connecticut State University, where he has been teaching Construction Graphics/Quantity Take-Off, CAD & BIM Tools for Construction, Building Construction Systems, Building Construction Estimating, Heavy/Highway Construction Estimating, Construction Planning, and Construction Project Management. Dr. Lee’s main research areas include Construction Informatics and Visual Analytics; Building Information Modeling (BIM), Information and Communication Technology (ICT) for Construction Management; and Interactive Educational Games and Simulations. E-mail:

visit author page

Download Paper |


A collaborative learning environment is essential for students’ motivation and learning outcomes in construction engineering and management education. In a collaborative learning environment, students are better engaged in their own learning through a variety of class activities among peers and an instructor inside and outside the classroom. Therefore, class activities should be designed for students’ learning improvement as well as team building amongst class participants within the course context. Good relationships among class participants and various class activities play a critical role in creating a collaborative learning environment in which students satisfy both their psychological and intellectual needs. The purpose of this paper is to show a case study of framework for a class environment through class activities and relationships among students and the instructor. This framework is based on freshmen in a university construction program. The elements of class activities are mainly designed in relation to the course materials for students’ learning and improvement of relationships with peers and the instructor in the class. Having a good relationship in class plays an important role in creating a good atmosphere because a good class has to satisfy students’ psychological and intellectual needs. This paper addresses various issues of the learning environment including “factors of environment”, “goal and achievement”, and “activities and rewards” from our literature review and then proposes a framework for team building among class participants. Also, the new roles of the instructor in this environment are discussed. This framework emphasizes the relationships amongst class participants. The outcomes of pilot implementations of this framework are useful for practitioners to manage and design class activities to improve students’ learning and relationship among class participants.

Kim, S. J., & Lee, N. (2016, June), Team Building for Collaborative Learning Environment in Construction Education Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26062

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: © 2016 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