Vorster, M C (2011) Teaching and learning: The critical balance in effective education. Journal of Construction Engineering and Management, 137, pp. 916-922. ISSN 0733-9364
Abstract
This lecture addresses the balance between teaching and learning and explores the notion that we teach too much and our students learn too little. Research in the areas of teaching and learning, in addition to personal experience in construction education, are used to show how appropriate teaching styles and a learner centered approach can be combined to improve learning and reinforce the belief that the true goal of education should be to produce self-motivated, independent lifelong learners. Data from an informal study of student perceptions are presented to show that much is achieved when faculty make it possible for students to be independent active learners and accept responsibility for their own learning.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction; learner centered; learning; self-directed; teaching |
| Index terms: | construction education |
| Subjects: | professional education |
| Topics: | Education |
| Descriptive scope: | 1 C |
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