Kamardeen, I (2014) Adaptive e-tutorial for enhancing student learning in construction education. International Journal of Construction Education and Research, 10(2), pp. 79-95. ISSN 1557-8771
Abstract
Designing and delivering courses that feature student-centered active learning strategies, interactive learning environments, feedback on student progress, and motivating learning tasks is essential to enable students to develop necessary graduate attributes. However, lecturers encounter numerous challenges in this role. A recently emerged adaptive eLearning pedagogical approach was experimented with in a first year course in a Construction Management degree program through action research. Study findings suggest that the adaptive eLearning method can facilitate deep learning as it provides improved engagements, interactions, real-time feedback and improved flexibility. Moreover, students who used the new learning method desire its availability in other courses too.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | active learning: adaptive elearning: construction education: learning experiences: pedagogy |
| Index terms: | strategy, action research, program, construction education, deep learning, active learning, student-centered, learning experience, interaction, pedagogy |
| Subjects: | professional education, behavioral psychology, data collection methods, learning methods, artificial intelligence, management, software systems, teaching methods, student experience |
| Topics: | Education, Digital Applications, Business Strategy, Research Practice |
| 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