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1 – 10 of over 2000
Article
Publication date: 25 June 2020

Sreecharan Sankaranarayanan, Siddharth Reddy Kandimalla, Mengxin Cao, Ignacio Maronna, Haokang An, Chris Bogart, R. Charles Murray, Michael Hilton, Majd Sakr and Carolyn Penstein Rosé

In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near…

1583

Abstract

Purpose

In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near future, instructors may be thinking of providing online collaborative learning opportunities to their students who are increasingly isolated from their peers because of social distancing guidelines. This paper aims to provide design recommendations for online collaborative project-based learning exercises based on this research in a software engineering course at the university level.

Design/methodology/approach

Through joint work between learning scientists, course instructors and software engineering practitioners, instructional design best practices of alignment between the context of the learners, the learning objectives, the task and the assessment are actualized in the design of collaborative programming projects for supporting learning. The design, first segments a short real-time collaborative exercise into tasks, each with a problem-solving phase where students participate in collaborative programming, and a reflection phase for reflecting on what they learned in the task. Within these phases, a role-assignment paradigm scaffolds collaboration by assigning groups of four students to four complementary roles that rotate after each task.

Findings

By aligning each task with granular learning objectives, significant pre- to post-test learning from the exercise as well as each task is observed.

Originality/value

The roles used in the paradigm discourage divide-and-conquer tendencies often associated with collaborative projects. By requiring students to discuss conflicting ideas to arrive at a consensus implementation, their ideas are made explicit, thus providing opportunities for clarifying misconceptions through discussion and learning from the collaboration.

Article
Publication date: 28 February 2023

Behzad Abbasnejad, Sahar Soltani and Peter Wong

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues…

Abstract

Purpose

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

Design/methodology/approach

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

Findings

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

Originality/value

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

Details

Smart and Sustainable Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6099

Keywords

Open Access
Article
Publication date: 1 December 2015

Laila Suleiman Al-Rawahi and Abdu Mohammad Al-Mekhlafi

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of…

1684

Abstract

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 2
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 1 March 2003

David O’Sullivan

Learning pedagogies increasingly involve a synthesis between traditional lectures and the use of case studies and project based group work. The Internet provides new opportunities…

1774

Abstract

Learning pedagogies increasingly involve a synthesis between traditional lectures and the use of case studies and project based group work. The Internet provides new opportunities to this learning approach. Internet applications can be developed for project based assignments, which are cheap and easy to deploy. They offer students interactive assignments and the opportunity to benchmark with other assignments online. Teachers have opportunities to review assignments online and offer project groups online advice and assessment. This paper presents a pedagogical approach to teaching innovation management that uses both traditional and online learning and assessment techniques.

Details

Education + Training, vol. 45 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 9 February 2023

Huiying (Cynthia) Hou, Joseph H.K. Lai and Hao Wu

Green building education, an important aspect of sustainability in higher education, has rapidly expanded across the world. Yet, a bespoke pedagogical model integrating the…

Abstract

Purpose

Green building education, an important aspect of sustainability in higher education, has rapidly expanded across the world. Yet, a bespoke pedagogical model integrating the essential elements of green building knowledge into a university course is lacking. To plug this deficiency, this study aims to develop an innovative pedagogical model that incorporates four types of teaching activities, namely, lecture, virtual reality (VR)-aided site visit, physical site visit and practicum-based project.

Design/methodology/approach

Based on an extensive review of the relevant literature and course materials, a pedagogical model was constructed for application to the teaching and learning activities of a university’s hospitality and real-estate programme. Using a case study approach involving in-depth interviews with green building professionals and a workshop coupled with an online survey on building professionals, the model’s transformative effectiveness was evaluated.

Findings

The study finds that the pedagogical model was able to effectively equip students with the essential green building knowledge pertinent to the different stages of a building life cycle. Concerns about wider applications of the model, including barriers to implementation in other academic programmes and resources for updating the VR platform, were identified.

Originality/value

The VR-aided and project-based pedagogy model is novel and effective in delivering green building education. Future work, particularly expanding the VR platform to cover more green building cases, thereby allowing multiple case studies to be conducted, is recommended for illustrating further contributions and implications of the model.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 27 October 2021

Jodie Birdman, Arnim Wiek and Daniel J. Lang

This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based

1137

Abstract

Purpose

This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective.

Design/methodology/approach

This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master’s of Sustainability at Arizona State University, the Master’s of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master’s, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations.

Findings

The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students’ self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills.

Originality/value

The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 18 January 2023

Chathuri Gunarathna, Rebecca Yang, Pabasara Wijeratne Mudiyanselage, Gayashan Amarasinghe, Tharushi Samarasinghalage, R.P. Nilmini Weerasinghe, Hongying Zhao, Chaoxiang Zhang, Chengyang Liu, Kaige Wang and Sujan Dev Sureshkumar Jayakumari

Project-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness…

Abstract

Purpose

Project-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness is not much investigated focusing on the students' narrative. This study aims at evaluating the students' experience and perspective on adopting project-based learning in master by research and doctoral programmes for proactive skills development.

Design/methodology/approach

This study evaluates the self-reflection of 10 postgraduate students and their supervisor who have participated in developing a software tool for solar photovoltaics (PV) integrated building envelope design, management and the related education.

Findings

Findings reveal that the students have effectively improved their knowledge on the subject via collaborating with the industry, self-learning/observation, peer learning, problem-solving and teamwork. Dividing the project into student-led tasks has improved the decision-making and leadership skills, risks identification, planning and time management skills. The overall experience has (1) built up confidence in students, (2) enhanced their creativity and critical thinking and (3) improved their proactive skills and context knowledge.

Originality/value

A clear research gap can be seen in exploring the effectiveness of project-based learning for master by research and doctoral programmes, which mainly focus on extensive research. These programmes do not necessarily focus on developing students' proactive skills, which is the main requirement if they intend to work in the construction industry. This paper addresses the above research gap by demonstrating the effectiveness of project-based learning for developing the proactive skills in a research-intensive learning environment.

Details

Smart and Sustainable Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6099

Keywords

Book part
Publication date: 25 January 2013

Jørgen Lerche Nielsen and Lars Birch Andreasen

The chapter discusses how student engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions…

Abstract

The chapter discusses how student engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions are based on cases from the practice at the Danish Master Programme in Information and Communications Technology (ICT) and Learning (MIL), where students from all over Denmark within a networked learning structure are studying in groups combining on-site seminars with independent and challenging virtually organized project periods. The chapter discusses the involvement of students as co-designers of how courses and learning environments unfold, and deals with the development of students’ information literacy. Various teacher roles are addressed, as implementing new educational technology requires teachers who are flexible and aware of the different challenges in the networked environment. The aim of the chapter is to discuss the application of new technological possibilities in educational settings inspired by problem- and project-based learning.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

Article
Publication date: 16 July 2020

Rebecca Quintana and Chris Quintana

The events surrounding the COVID-19 crisis had a profound effect on higher education, forcing students and instructors to face a sudden transition to wholly online learning…

2378

Abstract

Purpose

The events surrounding the COVID-19 crisis had a profound effect on higher education, forcing students and instructors to face a sudden transition to wholly online learning contexts. This paper aims to examine how the design of a residential course was adapted to an online context and how this adaptation may prove beneficial to future iterations of the course.

Design/methodology/approach

This analysis centers on a master’s-level course in which students design software to support learning. One of the major changes to the course revolves around the transition from a traditional rubric-based grading scheme to a specifications grading system. This latter approach provides a series of binary (pass/fail) requirements (specifications) that students must meet to pass. Various forms of interactions were also altered during the transition; the authors investigate these in the paper.

Findings

This study found that the move to specifications grading helped students and the instructor to focus on the important work of meeting course learning goals. The approach also aligned well with authentic scenarios in which software projects are tested against certain specifications. Finally, this study concludes that thinking about specifications grading in the future can help us to develop more resilient pedagogical design approaches that respond to various forms of disruptions and changes.

Originality/value

The course design insights described in this paper illustrate alternative ways of instruction that can be especially useful during times of emergency, but which may also provide an added level of authenticity and learner motivation during times of stability.

Details

Information and Learning Sciences, vol. 121 no. 7/8
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 5 January 2023

Basma N. El-Mowafy and Asmaa M. Hassan

Online learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to…

Abstract

Purpose

Online learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.

Design/methodology/approach

This study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.

Findings

This study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.

Practical implications

The proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.

Originality/value

Recognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

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