Flexible learning in construction education: a building pathology case study

Abstract

This study draws on the experiences of a consortium of UK universities seeking to enhance the quality of undergraduate building education. Their initiative called, student‐centred learning in construction education (SLICE) was funded by the UK government to improve student learning by inspiring and equipping lecturers to develop effective student‐centred learning activities. The benefits of student‐centred and flexible learning are explored and the projects' outputs are described in general. One of the outputs, the “Building Pathology Lecturers' Toolkit” is examined in depth. A review of its content reveals that to be a valuable and practical resource for lecturers, providing them with guidance and ready‐to‐use yet adaptable exemplar learning materials for students. The potential impact of this toolkit and the toolkit programme generally is scrutinised using feedback data from lecturers and students, concluding that the flexible format and content offers considerable opportunities to enhance learning in the building pathology field.

Citation

Murray, P.E., Donohoe, S. and Goodhew, S. (2004), "Flexible learning in construction education: a building pathology case study", Structural Survey, Vol. 22 No. 5, pp. 242-250. https://doi.org/10.1108/02630800410571553