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Construction Engineering and Management (CEM) education in the higher education system has been considered necessary nowadays. How to provide a better quality of education to students has come to be a more important issue. Today’s students use technology, such as social networking, social media, texting, and digital games, in their daily life and expect the same for their education. However, most higher education environments are contrary to student expectations of a high-technology learning environment. For these students, the educator should raise questions about how to improve the quality of student learning, how to improve the effectiveness of teaching, and how to do both affordably and efficiently. Problem-based learning (PBL) is a valid pedagogical strategy and continues to arouse interest because the learning approach addresses several major concerns related to improving student learning. It also might be helpful to use current or emerging technologies to draw students’ active engagement. This paper examines PBL from the pedagogical perspective; explores a perspective of CEM students on using technology for their learning; investigates the role of technology in PBL; and discusses strategies for implementing technology-enhanced PBL in construction education. The findings of this study will provide construction educators with the knowledge of instructional strategies when designing a technology-enhanced PBL module. Therefore, the educators can take the benefits of both PBL and learning technology for construction education.

A Conceptual Framework for Technology-Enhanced Problem-Based Learning in Construction Engineering and Management Education