Talley, K G and Torres, A S (2018) Measuring the impact of using daily objectives to provide rapid feedback in construction courses. International Journal of Construction Education and Research, 14(2), pp. 95-117. ISSN 1557-8771
Abstract
In order to develop a systematic way to determine when students would benefit from additional in-class examples, a prior study presented the case study of using daily learning objectives as a rapid feedback system. This study presents a measurement of the impact of using these daily objectives as a rapid feedback system for construction science courses. The five separate courses implementing the system cover a breadth of construction topics providing a thorough investigation of construction education and the impact of the daily objective rapid feedback approach. The courses investigated were Structural Analysis, Construction Estimating, Construction Project Management, Understanding the Concrete Construction System, and Industrial Management and Scheduling. The assessment tools used to determine the impact of the system include pre and post questionnaires, and student grades with a comparison to offerings of each course in which the daily objective system was not implemented. Within the questionnaires there were general questions probing an individual student's learning preference and questions to determine if the students' valued the daily objective format. Comparison of student performance indicated no statistically significant changes, although there are some positive trends. The most significant result is that the students overwhelmingly believe that the system is useful to them.;In order to develop a systematic way to determine when students would benefit from additional in-class examples, a prior study presented the case study of using daily learning objectives as a rapid feedback system. This study presents a measurement of the impact of using these daily objectives as a rapid feedback system for construction science courses. The five separate courses implementing the system cover a breadth of construction topics providing a thorough investigation of construction education and the impact of the daily objective rapid feedback approach. The courses investigated were Structural Analysis, Construction Estimating, Construction Project Management, Understanding the Concrete Construction System, and Industrial Management and Scheduling. The assessment tools used to determine the impact of the system include pre and post questionnaires, and student grades with a comparison to offerings of each course in which the daily objective system was not implemented. Within the questionnaires there were general questions probing an individual student's learning preference and questions to determine if the students' valued the daily objective format. Comparison of student performance indicated no statistically significant changes, although there are some positive trends. The most significant result is that the students overwhelmingly believe that the system is useful to them.;
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | curriculum development; instructional technology; formative assessment; construction education; industrial management; learning; surveys; construction; students; feedback; project management; concrete construction; objectives; structural analysis; construction industry |
| Index terms: | case study, student performance, investigation, construction project management, industrial management, project management, construction industry, scheduling, structural analysis, survey, science, questionnaire, concrete construction, formative assessment, construction estimating, construction education, instructional technology, curriculum development, preference |
| Subjects: | building construction, professional education, assessment methods, industry analysis, student development, management, structural engineering, decision-making and reasoning, educational technology, project management theory and practice, operations research, curriculum development, financial and cost management, data collection methods, specialized education |
| Topics: | Business Strategy, Cost Management, Engineering Principles, Project Management, Research Practice, Time Control, Education |
| Descriptive scope: | 5 PCTEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here