Abstract
STEM educators have shown a particular interest in active blended learning. Construction management education, a discipline within STEM education, has naturally considered blended instruction to engage students in the learning process. Documented efforts of construction management educators implementing blended instruction have mostly been recorded in conference proceedings. These recorded efforts often take the form of anecdotal case studies—a current review of how construction management faculty are implementing blended instruction and active learning in their blended courses was not found. In this study, we reviewed the literature for active blended instruction in construction management education. We surveyed construction management faculty about their perceptions and experiences with blended instruction. Finally, using interpretative phenomenological analysis, a qualitative research approach, we sought to understand the perceptions and experiences of construction management faculty who believed to have implemented active blended instruction. In the literature review, we found the following: many, if not most, construction faculty had heard of the term blended instruction; some understood the academic definition of blended instruction; fewer have tried to implement blended instruction; and, generally, faculty felt that there were obstacles that prevented the continued or expanded use of blended instruction. In the second paper, we used an ecological model to frame factors influencing faculty. We found that many faculty had negative perceptions of blended instruction, many misinterpreted what blended instruction is, and most felt that the time required to implement blended instruction outweighed the benefits. However, there were many positive perceptions, including increased student engagement and content retention. Finally, the third paper found that many faculty who had successfully implemented blended instruction were formally educated and trained in education. The faculty members implemented active blended instruction to improve the learning experience for the students and create opportunities for the faculty. Blended instruction, and more particularly active blended instruction, is receiving attention in construction management education. However, though faculty believe active blended instruction can transform a classroom, a lack of resources, support, and time has resulted in many faculty ceasing to use the modality. We recommend that institutions and departments enable faculty by providing the necessary resources and time to implement active blended instruction.
Degree
PhD
College and Department
David O. McKay School of Education; Instructional Psychology and Technology
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Gubler, Shandon Miles, "The State of Active Blended Learning in Construction Education: Reviewing Research and Current Perspectives" (2023). Theses and Dissertations. 10661.
https://scholarsarchive.byu.edu/etd/10661
Date Submitted
2023-12-12
Document Type
Dissertation
Handle
http://hdl.lib.byu.edu/1877/etd13498
Keywords
blended learning, active learning, active online learning, construction education, construction management education, STEM education
Language
english