Yusuf, A; Akanmu, A; Afolabi, A; Murzi, H; Ball, S and Ofori-Boadu, A N (2025) Design and evaluation of a web platform for connecting instructors and practitioners–instructors' perspective. International Journal of Construction Education and Research, 21(2), pp. 256-288. ISSN 1557-8771
Abstract
Collaboration between instructors and practitioners is crucial for preparing the future workforce. By applying connectivism learning theory (CLT) and leveraging the affordances of information technology (IT) through Web 2.0, this paper introduces ConPEC, a web platform designed to bridge the gap between instructors and practitioners in the construction industry. This paper presents the design and user evaluation of ConPEC as guided by design principles and heuristics to ensure optimal usability and acceptance by end-users. Twenty (20) instructors in construction-related academic programs who are potential end-users were recruited for evaluation by interacting with ConPEC in a real-case scenario. Both objective and subjective measures were adopted to assess ConPEC's usability, instructors' perception, and their intention to use ConPEC. The results reveal the potential of ConPEC to enhance academic pedagogy by providing instructors with improved access to practitioners and fostering a blend of theory and practical knowledge required by the industry. The results also demonstrate the efficacy of the adopted method in developing information systems because users perceived ConPEC as useful, user-friendly, and likely to be adopted. This study highlights the application of CLT and IT to address skill disparities and align students with industry expectations, serving as a reference for similar initiatives.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | connectivism learning theory; instructors; practitioners; student development; web platform |
| Index terms: | affordance, information system, information technology, learning theory, collaboration, program, practitioner, usability, design principle, instructor, disparity, construction industry, pedagogy, platform, heuristic |
| Subjects: | computing systems, design methods, user-centered design, risk assessment, teaching methods, software systems, management, information systems, industry analysis, practitioner, learning theory, digital design, behavioral psychology, social justice |
| Topics: | Risk Management, Education, Ethics, Roles and Professions, Research Practice, Organizational Design, Digital Applications, Design Practice |
| Descriptive scope: | 3 PCT |
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