New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
In Construction Engineering and Management (CEM) education, hands-on exercises are essential. Even students in CEM programs mention the importance of hands-on activities in their learning. The “flipped classroom” model may be a proper pedagogical model to provide the students with more hands-on activities. In a flipped classroom, lectures are delivered before class and concept mastery exercises are provided during class. This reversed teaching model also allows us to create a learner-centered learning environment and draw students’ active engagement. The main objective of this study is to identify strategies for implementing the flipped classroom model in CEM education. To accomplish this objective, an extensive literature review was conducted to thoroughly examine the flipped classroom approach in higher education and observe pedagogical strategies to implement the reversed teaching method in CEM education. Then, a plot study was carried out to investigate if the new teaching paradigm is more effective than the conventional teaching method. After analyzing the results of the pilot study, some pedagogical strategies for effective implementation of the flipped classroom model in CEM education were discussed.
Lee, N., & Salama, T., & Kim, S. J. (2016, June), Using the Flipped Classroom Model to Improve Construction Engineering and Management Education Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27168
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