Open AccessConstruction Management Teaching Methods and Assignments: Perception versus Reality
Author(s) -
Robert Dawson Coffey,
Shima Clarke
Publication year - 2021
Publication title -
epic series in built environment
Language(s) - English
Resource type - Conference proceedings
ISSN - 2632-881X
DOI - 10.29007/rfl2
Subject(s) - benchmarking , process (computing) , perception , computer science , mathematics education , plan (archaeology) , coherence (philosophical gambling strategy) , learning management , psychology , pedagogy , physics , archaeology , marketing , quantum mechanics , neuroscience , business , history , operating system
Higher education learning occurs through activity in and out of the classroom, whether it is physical or online. Instructors lecture, demonstrate, discuss, explain, and question students in the classroom and assign homework to reinforce learning outside of the classroom. Incorporating proven pedagogy into this process begins with exploring current approaches, the first step of benchmarking. This paper presents a small part of a broader scientific inquiry that sought to understand how construction management students learn best and examine current methodologies and how they compare to evidence-based practices. The initial survey results illustrate the coherence between students and instructors on course delivery and reveal discrepancies between the time instructors plan and students spend on homework. The data are essential for course planning and improvement, especially if homework continues to be part of the learning process.