Instructional video object-based learning in a flipped construction management classroom

Traditional methods of teaching (i.e., didactic reading and lecture) remain the primary way instruction is delivered in construction management (CM) classrooms. This is true despite a growing body of literature promoting more contemporary, student-centered pedagogies that offer improvements over traditional teaching models. One of these is object-based learning (OBL), a student-centered approach that uses digital learning objects (LOs), such as videos, images, animations, mobile apps, and educational games, to facilitate deep and engaging learning experiences. One of the most common types of LO is instructional videos. Over the past quarter century, abundant research has been conducted in the field of computer science to advance the quality and reach of instructional video LOs. In contrast, a relatively small amount of research has been dedicated to understanding them in terms of their pedagogical efficacy. This is especially true for the field of CM. Very little empirical research currently exists at the intersection of CM and OBL. This dissertation examines the ability of supplemental instructional videos (SIVs) — a specific type of instructional video that complements other forms of instruction, including in-person teaching, readings, and group work, to deliver a full learning experience — to improve both the performance and the quality of the learning experience for undergraduate CM students. The first chapter of the dissertation is introductory, providing information about the major themes of the dissertation including construction management education, OBL, SIVs, and flipped classrooms. The second chapter explores the foundational learning theories that support OBL in a flipped CM classroom. A theoretical framework is proposed that can be used by teachers to guide them as they tailor their own approach for using instructional videos. The third chapter presents an interdisciplinary synthesis of best practices for the design and development of SIVs. Using these best practices, I document the production process of SIVs for an undergraduate CM course called Residential Construction Technologies. The fourth and fifth chapters cover a study in which the SIVs I developed were used as teaching aids for pre-class readings in Residential Construction Technologies. Chapter Four centers on a repeated measures experiment that was designed to evaluate the effectiveness of the SIVs at improving student performance. Chapter Five uses surveys and interviews to understand student perceptions of the SIVs. Overall, I found that the SIVs had little measurable effect on improving the student's grades. However, overwhelmingly, the students reported that they valued having the videos, and felt that they helped with their understanding of unfamiliar or complicated course topics. Chapter Six concludes the dissertation with a short synthesis of all chapters and summary of their major themes and findings.