Lee, J H (2004) Object-based learning method in civil engineering. PhD thesis, Purdue University, USA.
Abstract
Many researchers have developed learning methods that can be used in different situations and conditions, which has led to numerous theories and associated applications. Traditionally, most instruction occurs in a formal classroom setting; however, various types of computer-based instruction that can be delivered anytime, anywhere, and at a lower cost, are possible these days with the help of technology. In addition, as industry moves from traditional craft-based operations to more sophisticated technology-oriented processes, needs for sustaining education have increased accordingly. In this context, among the computer-based technologies being explored is object-based learning, which is believed to offer new opportunities for learning in higher education. Object-based learning is an instructional strategy that is based on the idea that one can learn from an object by exploring the object and its context. Typically, object-based learning is in the form of “bite-sized” components that could be used in combination with other objects to provide a variety of learning, customized to a learner's needs, levels, and goals and then rearranged for another purpose and for different end-users. Described in this dissertation is an Object Based Learning Model (OBLM), which is a computer-based learning model that can be used either in academia or in industry. It consists of a digital warehouse that stores instructional materials in a structure used by course developers to expedite the development of the instructional materials. Online content can utilize standard media forms (e.g., document files, PowerPoint slides, movie files, images, audio files, etc. ). Interfaces and modules for course developers/instructors and students will use the object-based approach. If successfully implemented, the OBLM is expected to offer many potential advantages particularly in the engineering disciplines. It can provide a significantly better learning environment for engineering topics in terms of reusability, flexibility, portability, and distributive learning.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Chang, L-M |
| Uncontrolled Keywords: | education; flexibility; higher education; learning; developer |
| Index terms: | academia, media, classroom, higher education, dissertation, instructor, strategy, module |
| Subjects: | educational institutions, management, construction type, architectural elements, research dissemination and communication, practitioner, sociology |
| Topics: | Design Practice, Roles and Professions, Business Strategy, Research Practice, Education, Construction Technology |
| Descriptive scope: | 2 PC |
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