Olayiwola, J; Yusuf, A O; Akanmu, A A; Murzi, H; Gao, X and Afsari, K (2025) Construction practice knowledge for complementing classroom teaching during site visits. Smart and Sustainable Built Environment, 14(1), pp. 119-139. ISSN 2046-6099
Abstract
Purpose: As video-based interventions are continuously utilized as alternatives to physical site visits, directing students' attention to specific learning contents within videos could increase their comprehension and stimulate their interest. Students' knowledge of construction practice can be reinforced, misconceptions and improper inferences can be reduced by calling out significant learning concepts. However, few studies have formalized practice concepts that could be beneficial in preparing students for the workplace. This paper presents an investigation of construction practice concepts, based on site visits that would be beneficial in complimenting classroom teaching to prepare students for the realities of practice. Design/methodology/approach: A mixed methods research approach was employed combining qualitative and quantitative data collection and analysis. An online questionnaire, semi-structured interviews and a focus group were conducted with industry practitioners and instructors to identify the topics and practice concepts significant for supporting classroom teaching with site visits. Findings: The findings suggest that the most relevant topics typically supported with site visits are preconstruction management, excavation and foundation work, construction equipment, construction means and methods, project management, road construction, sustainability, building systems, structures, construction technology, building construction, capstone, site logistics and safety. Practice concepts were identified for each of these topics. Research limitations/implications: The study will guide researchers in the design of video-based pedagogical tools to be used as an effective complement of or alternative to site visit experiences. The findings will support instructors on how to structure their teaching practices to prepare students for some of the complexities of the workplace. Originality/value: This study adds value to the existing literature by providing insights into industry perception of practice concepts for complementing classroom teaching.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | classroom teaching; competence-based theory; construction practice; professional vision; site visits |
| Index terms: | construction equipment, mixed method, project management, construction technology, building system, road construction, investigation, building construction, interview, instructor, focus group, site logistics, complexity, methodology, classroom, competence, practitioner, excavation, questionnaire |
| Subjects: | systems engineering, construction equipment, project management theory and practice, personnel development, civil engineering, engineering systems, data collection methods, building construction, research methods, construction operations, operations management, practitioner, construction type, digital engineering |
| Topics: | Project Management, Engineering Principles, Research Practice, Construction Technology, Plant and Equipment, Roles and Professions, Human Resources, Digital Applications, Site Management |
| 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