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Web Enhanced Teaching Of Construction Management Using Current Educational Technologies

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Construction Engineering Advances I

Page Count


Page Numbers

8.1300.1 - 8.1300.6



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Paper Authors

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Virendra Varma

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1121

Web-Enhanced Teaching of Construction Management Using Current Educational Technologies

V. K. Varma Missouri Western State College


The evolution of teaching in higher education has brought us from the old conventional blackboards to the most sophisticated forms of educational technologies using computers and electronic blackboards. Computer technology is now considered as the very basic, and fundamentally essential form of technology to enhance teaching and learning. With the explosion of internet and the world-wide web, and availability of a variety of software for course management, our methodology of teaching engineering courses has changed considerably. Use of Blackboard, WebCT, Front Page, and other software, has transformed teaching from a linear to a non-linear mode where students can jump, for example, from Chapter 3 to Chapter 8 and can bring in the required information as they need it to understand a topic. Teaching of construction management is no different than teaching a course in any other discipline. However, the use of Discussion Boards is of special significance in teaching of Construction Management course when many of the students have been exposed to the construction process either via a part-time job as a member of a construction team, or they are full-time construction workers, and are going through school as part-time students. In that sense, teaching of construction management goes beyond the limits of academic halls, and requires the use of all means available to make the class material relevant to the construction process. This paper also addresses some concerns of some faculty who are reluctant to integrating latest forms of educational technologies in the classroom because of their own personal biases, or their own personal fears.


Over the last several decades, more and more technology innovations have been introduced in the classroom to improve teaching and learning. It is strongly believed that technology has the power to improve both teaching and student learning. Technology is constantly growing and changing, and at times, it seems, it is almost a Herculean task to integrate most relevant forms of available educational technologies into classroom. Some senior faculty either choose to stay with their old ways and refuse to adapt to newer ways of teaching, or simply give up and choose not to incorporate the various educational technologies available to them to improve teaching and learning, or they simply choose to retire. The field of higher education has enough interesting anecdotes. The learning curve of faculty who bear the responsibility of teaching with the latest tools of educational technologies is a variant, and so is the motivation of students who are the prime beneficiaries of teaching and learning innovations introduced by the educators. Both factors need to be viewed with equal emphasis with respect to goals of teaching and learning.

In the evolution of higher education, the role of the teacher has shifted from a lecturer to that of a facilitator. The objectives of education have shifted from a teacher-centered to

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

Varma, V. (2003, June), Web Enhanced Teaching Of Construction Management Using Current Educational Technologies Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12671

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