Shelbourn, M (2002) Using computer-aided-learning to train inexperienced surveyors in diagnosing defects in buildings. PhD thesis, University of Salford, UK.
Abstract
Several initiatives have been launched over the last few years, to both develop and explore the use of CAL in higher education. Unfortunately few of these initiatives introduced a strategic approach for implementing these tools, which are aimed at the needs and styles of users within the building-surveying domain. As a result of the above, the research has: - Developed an understanding of the learning process and derived measures of effective learning according to the cognitive, experiential and behavioural learning theories, and the different styles of CAL. The cognitive learning style is described, as ...an interactive process within which a person attains new insights or cognitive structures or changes old ones. [Bigge and Shermis 1992] The experiential learning style can be described as ...building up a vast and accurate repertoire that enables individuals to get to where they want to be from where they find themselves, as reliably and as painlessly as possible. Thus experiential knowledge binds inseparably together 'what one can do' with specifications of 'when to do it' and 'what to do it for...' Claxton [1998]. Finally the behavioural theory is described by Bigge and Shermis [1992], who described as a ...change in behaviour, and that behaviour is determined by its consequences. It is therefore by monitoring the consequences of learning that measures of the learning outcomes can be detected. - Shown how training a surveyor to survey a building has been a problem over the last ten years in higher education. - Proposed an architecture for the development of a CAL building pathology application to resolve the problem of training. - Developed a prototype CAL building pathology application to demonstrate the effectiveness of CAL in the building-surveying domain. - Tested the prototype application with surveyors with a varied degree of experience and students to evaluate the effectiveness of the CAL building pathology application.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | computer-aided learning; building surveying; learning theories; learning experience; training; building pathology; prototype development |
| Index terms: | learning theory, surveying, specification, experiential learning, survey, building surveying, prototype, learning style, effectiveness, monitoring, building pathology, learning outcome, learning experience, higher education, computer-aided learning |
| Subjects: | student development, educational institutions, contractual condition, professional development, educational technology, performance management, professional practice, health monitoring assessment and metrics, modelling and simulation, learning methods, control systems, data collection methods, learning theory |
| Topics: | Research Practice, Information Management, Site Management, Contract Administration, Design Practice, Engineering Principles, Health and Safety, Education, Quality Management |
| Descriptive scope: | 3 PCE |
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