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El Debs, L C, Brunese, P S and Shaurette, M (2018) Use of concept maps to illustrate barriers to construction industry inter-organizational communication: A comparative view from students and professionals. International Journal of Construction Education and Research, 14(02), 77-94.
El-Sabek, L M and McCabe, B Y (2018) Coordination challenges of production planning in the construction of international mega-projects in the Middle East. International Journal of Construction Education and Research, 14(02), 118-40.
Sweis, R J, Al Sharef, R, Jandali, D, Obeidat, B Y and Andrawes, N (2018) The relationship between project team members' effectiveness and acknowledgment of talent: Team members' perspective. International Journal of Construction Education and Research, 14(02), 141-60.
Talley, K G and Torres, A S (2018) Measuring the impact of using daily objectives to provide rapid feedback in construction courses. International Journal of Construction Education and Research, 14(02), 95-117.
- Type: Journal Article
- Keywords: curriculum development; instructional technology; formative assessment; construction education; industrial management; learning; surveys; construction; students; feedback; project management; concrete construction; objectives; structural analysis; constru
- ISBN/ISSN: 1557-8771
- URL: https://doi.org/10.1080/15578771.2016.1200697
- Abstract:
In order to develop a systematic way to determine when students would benefit from additional in-class examples, a prior study presented the case study of using daily learning objectives as a rapid feedback system. This study presents a measurement of the impact of using these daily objectives as a rapid feedback system for construction science courses. The five separate courses implementing the system cover a breadth of construction topics providing a thorough investigation of construction education and the impact of the daily objective rapid feedback approach. The courses investigated were Structural Analysis, Construction Estimating, Construction Project Management, Understanding the Concrete Construction System, and Industrial Management and Scheduling. The assessment tools used to determine the impact of the system include pre and post questionnaires, and student grades with a comparison to offerings of each course in which the daily objective system was not implemented. Within the questionnaires there were general questions probing an individual student's learning preference and questions to determine if the students' valued the daily objective format. Comparison of student performance indicated no statistically significant changes, although there are some positive trends. The most significant result is that the students overwhelmingly believe that the system is useful to them.;In order to develop a systematic way to determine when students would benefit from additional in-class examples, a prior study presented the case study of using daily learning objectives as a rapid feedback system. This study presents a measurement of the impact of using these daily objectives as a rapid feedback system for construction science courses. The five separate courses implementing the system cover a breadth of construction topics providing a thorough investigation of construction education and the impact of the daily objective rapid feedback approach. The courses investigated were Structural Analysis, Construction Estimating, Construction Project Management, Understanding the Concrete Construction System, and Industrial Management and Scheduling. The assessment tools used to determine the impact of the system include pre and post questionnaires, and student grades with a comparison to offerings of each course in which the daily objective system was not implemented. Within the questionnaires there were general questions probing an individual student's learning preference and questions to determine if the students' valued the daily objective format. Comparison of student performance indicated no statistically significant changes, although there are some positive trends. The most significant result is that the students overwhelmingly believe that the system is useful to them.;