Enhancing Student Learning through a Recipe of Blended Learning
Since its inception in 2013, the Department of Civil Engineering and Construction’s (CEC) growth has nearly doubled to over 800 students. While both programs have been able to accommodate this growth by increasing class sizes, swelling class sizes has sparked concern amongst faculty regarding the impact of larger classes on student-instructor interaction and student learning. In lieu of this concern, CEC instructors are looking for innovative approaches to enhance student learning through different teaching and classroom management techniques aimed at motivating students to take a more active role in their learning.
One such approach is the use of a “blended classroom” which combines the convenience of online instructional delivery with traditional one-on-one classroom instruction. Whereas the online component of the class provides students with the necessary background information in a manner that is flexible in time, place, and pace, the classroom element provides them with an opportunity to get instructor guidance, collaborate with peers, practice applying concepts, and exploring topics in greater detail. The online and classroom portions are “blended” through their integrated and synergistic nature. While online content provides students with information and discussion topics that enhance the classroom experience, the classroom content strengthens ‘big picture” and practical concepts initiated through the online experience.
This presentation summarizes the results of a project in which a blended classroom model was used for two different required courses within the Construction department. One course was a sophomore level “Introduction to Structures” course, the other was a senior level course in cost estimating. Each course has similar enrollment and utilizes one-on-one instruction to solidify fundamental concepts covered through online instruction. Quantitative and qualitative data from the Fall 2018 and Spring 2019 semesters will be collected through mid-semester and end-of-semester questionnaires containing short answer and Likert-scale questions.
Abstract
This presentation summarizes the results of a project in which a blended classroom model was used for two different required courses within the Construction department. One course was a sophomore level “Introduction to Structures” course, the other was a senior level course in cost estimating. Each course has similar enrollment and utilizes one-on-one instruction to solidify fundamental concepts covered through online instruction.
The outcomes of the study revealed several interesting results regarding student reactions to blended classrooms, the role of blended classrooms in creating a student-centered learning environment, and the importance of “just-in-time” instruction in keeping students engaged and motivated.
Enhancing Student Learning through a Recipe of Blended Learning
Room 3
This presentation summarizes the results of a project in which a blended classroom model was used for two different required courses within the Construction department. One course was a sophomore level “Introduction to Structures” course, the other was a senior level course in cost estimating. Each course has similar enrollment and utilizes one-on-one instruction to solidify fundamental concepts covered through online instruction.
The outcomes of the study revealed several interesting results regarding student reactions to blended classrooms, the role of blended classrooms in creating a student-centered learning environment, and the importance of “just-in-time” instruction in keeping students engaged and motivated.