Rodriguez Bernal, C M (2017) Student-centred strategies to integrate theoretical knowledge into project development within architectural technology lecture-based modules. Architectural Engineering and Design Management, 13(3), pp. 223-242. ISSN 1745-2007
Abstract
This article presents methods and findings resulting from a project for innovation in architectural engineering education. The project aimed to encourage students to successfully integrate theoretical knowledge on architectural technology into project development within lecture-based modules. This type of integration has been possible in past experiences within design studio modules; however, little research can be found about lecture-based modules. The student-centred strategies proposed here were guided by Bigg's constructive alignment and focused on promoting advanced learning levels. They comprised interconnected activities and learning-oriented assessment methods, which proved to strengthen students' skills for effective autonomous and collaborative learning. The teaching methods used included inverted class, peer learning and role play. The evaluation of the project was supported by SPSS and ATLAS.ti tools. This experience was set within a Colombian university, where increasing student numbers, cross-university competition and limited resources present several challenges. Findings could be of significance for curricular development or the promotion of good teaching practices.This article presents methods and findings resulting from a project for innovation in architectural engineering education. The project aimed to encourage students to successfully integrate theoretical knowledge on architectural technology into project development within lecture-based modules. This type of integration has been possible in past experiences within design studio modules; however, little research can be found about lecture-based modules. The student-centred strategies proposed here were guided by Bigg's constructive alignment and focused on promoting advanced learning levels. They comprised interconnected activities and learning-oriented assessment methods, which proved to strengthen students' skills for effective autonomous and collaborative learning. The teaching methods used included inverted class, peer learning and role play. The evaluation of the project was supported by SPSS and ATLAS.ti tools. This experience was set within a Colombian university, where increasing student numbers, cross-university competition and limited resources present several challenges. Findings could be of significance for curricular development or the promotion of good teaching practices.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | architectural engineering education; problem-based learning; student-centred; architectural technology; collaborative learning; competition; integration; modules; promotion; engineering education; universities; learning; engineering; project development; architectural engineering; innovation; teaching methods; students; technology |
| Index terms: | strategy, collaborative learning, integration, engineering education, project development, problem-based learning, student-centred, module, design studio, promotion, architectural engineering, competition, architectural technology, teaching method |
| Subjects: | market analysis, teaching methods, design practice, management, student experience, professional education, learning methods, architectural elements, project delivery, organizational analysis |
| Topics: | Project Management, Education, Human Resources, Research Practice, Design Practice, Business Strategy, Organizational Design |
| 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