FIELD TRIPS: CONSTRUCTION CLASSROOMS WITHOUT ROOF

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Saeed Rokooei ◽  
Samira Rokooei
Keyword(s):  
Learning Environment ◽  
Real World ◽  
Construction Projects ◽  
Quantitative Research ◽  
Community Services ◽  
Learning By Doing ◽  
Field Trips ◽  
Project Based Learning ◽  
Construction Methods ◽  
Job Site

Higher education embraces outside-classroom activities such as internships, community services, and site visits. These activities bring real-world experiences into classrooms and blend them with educational content and provide a rich learning environment. Construction job site visits provide students with exposure to different types of construction projects and provide the opportunity of observing construction methods, materials, components, and crews. The Building Construction Science (BCS) program at Mississippi State University program provides students with an interactive project-based learning environment in which students utilize the additional amount of class time to experiment, collaborate, and learn. Eight studios are the core courses of the BCS program and cover the main construction subject areas. Due to the nature of studio work, students are more involved in a “learning by doing” paradigm. One of the main curriculum components of studios is out-of-state field trips, which take place at every level of the program for about one week per academic year. To evaluate the effectiveness, strengths, and challenges of field trips, a quantitative research method was used to explore students’ impressions and feedback. The results indicate field trips play a significant role in students’ learning and connect their theoretical knowledge with real-world practices. Potential benefits, optimal conditions, and challenges pertaining to the construction field trips are explored and discussed to help future job site visit planning.

scholarly journals The Benefits of Project-based Language Learning: A Case Study in a Malaysian Secondary School

2021 ◽  
Vol 17 ◽  
pp. 1-9
Author(s):  
Ramesh Sathappan ◽  
Premaraj Gurusamy
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Student Teachers ◽  
Real World ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Teaching Approach ◽  
Structured Interviews ◽  
Student Centered

Project -based learning (PBL) is a student-centered teaching approach that organizes learning around projects. It increases students’ motivation to learn and prepares them for the 21st century classroom demands through developing real-world experience. The purpose of this study is to explore the benefits of project-based learning on students’ in a Malaysian secondary school. This is a qualitative case study. The sample consists of 3 teachers’ from a secondary school in Malaysia. Semi-structured interviews were conducted with the participants. The collected data were coded and analyzed using thematic analysis. The study revealed that the participants perceived PBL as a beneficial teaching approach that has the potential to increase student-teachers’ engagement and help them understand more deeply the subject content through self-learning and learning by doing. The advantages of using PBL discussed by the participants were improved lecturer-student and student-lecturer relationships, skill development and real-world practice. The results of this research show that student-teachers’ understand PBL from both positive and negative perspectives. It is considered that findings of this study would improve students-teachers’ motivation and equip them with the necessary skills to successfully implement PBL.

PEMBINAAN PENGELOLAAN KEUANGAN KELUARGA DAN PENINGKATAN KEMAMPUAN BAHASA INGGRIS PADA IBU RUMAH TANGGA DI PERUMAHAN GRIYA TAHAP 1 BATU AJI

2020 ◽  
Vol 2 (1) ◽  
pp. 45-54
Author(s):  
Hikmah ◽  
Ance Jusmaya
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Real World ◽  
Financial Management ◽  
Learning Activities ◽  
Teaching English ◽  
Financial Survival ◽  
Stage 1 ◽  
Everyday Learning ◽  
At Home

Being a housewife is a multi-tasking  tasks and it is not an easy thing. In this case, a housewife has many roles such as should be a mother , a counselor for her daughter  as well as taking care of everything. Besides, the mother is also a teacher. As we know that,  the  first  teacher of a child is a mother. Then,  the mother is also a financial manager and general administration  at home. Many problems have been encountered, so a housewife  tasks are  very hard, in this case they have to  harmonize and regulate the amount of income and increase in some basic needs and daily needs. Except the problems that regarding  with financial management, the problem  face also relates with the lack of knowledge of housewives in English.  As a housewife needs an ability of English skill  to help their children  in studying later on.  Those phenomenon  happens in  families who live in Griya Batu Aji stage 1.The solution offered housewife  that a family financial management is very important for financial survival of a family. As a financial manager at home, a housewife must be able to manage expenditure and income posts. Besides, for teaching English,  parents should implement a fun learning environment and learning strategies that can motivate children to learn English. A learning environment that suits the real-world context is needed so that parents can apply it to everyday learning activities with children.

scholarly journals A Simulation Model of Construction Projects Executed in Random Conditions with the Overlapping Construction Works

2021 ◽  
Vol 13 (11) ◽  
pp. 5795
Author(s):  
Sławomir Biruk ◽  
Łukasz Rzepecki
Keyword(s):  
Simulation Model ◽  
Technological Process ◽  
Construction Projects ◽  
Working Time ◽  
Simulation Studies ◽  
Construction Methods ◽  
The Impact ◽  
Construction Works

Reducing the duration of construction works requires additional organizational measures, such as selecting construction methods that assure a shorter realization time, engaging additional resources, working overtime, or allowing construction works to be performed simultaneously in the same working units. The simultaneous work of crews may affect the quality of works and the efficiency of construction processes. This article presents a simulation model aimed at assessing the impact of the overlap period on the extension of the working time of the crews and the reduction of a repetitive project’s duration in random conditions. The purpose of simulation studies is to provide construction managers with guidelines when deciding on the dates of starting the sequential technological process lines realized by specialized working crews, for sustainable scheduling and organization of construction projects.

Labour productivity motivation framework for Iskandar Malaysia

2018 ◽  
Vol 8 (3) ◽  
pp. 293-304 ◽  
Author(s):  
Chukwuka Christian Ohueri ◽  
Wallace Imoudu Enegbuma ◽  
Ngie Hing Wong ◽  
Kuok King Kuok ◽  
Russell Kenley
Keyword(s):  
Financial Incentives ◽  
Construction Projects ◽  
Quantitative Research ◽  
Labour Productivity ◽  
Sampling Technique ◽  
Working Environment ◽  
Continuous Training ◽  
Content Type ◽  
Importance Index ◽  
Major Factors

Purpose The purpose of this paper is to develop a motivation framework that will enhance labour productivity for Iskandar Malaysia (IM) construction projects. The vision of IM development corridor is to become Southern Peninsular Malaysia’s most developed region by the year 2025. IM cannot realise this foresight without effective labour productivity. Previous studies have reported that the labour productivity of IM construction projects was six times lower than the labour productivity of Singapore construction projects, due to lack of motivation among IM labourers, and a shortage of local skilled labour. Therefore, there is a need to study how to motivate IM construction labourers, so as to increase their productivity. Design/methodology/approach A quantitative research method was used to collect data from IM construction skilled labourers and construction professionals, using two sets of questionnaire. The respondents were selected using a purposive sampling technique. In total, 40 skilled labourers and 50 construction professionals responded to the questionnaire survey, and the data were analysed using Statistical Package for Social Science software (version 22). Findings The analysis revealed the major factors that motivate labourers participating in IM construction projects. The factors were ranked hierarchically using Relative Importance Index (RII) and the outcome of the ranking indicated that effective management, viable construction practices, financial incentives, continuous training and development, and safe working environment were the most significant motivation strategies that positively influence IM construction labourers. Originality/value The study developed and validated a framework that can be used to boost the morale of IM construction labourers, so that their productivity can be increased. Implementation of the established motivation framework will also lead to career progression of IM construction labourers, based on the training elements in the framework. This career prospect will attract local skilled labourers to participate in IM construction projects.

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

BLENDED LEARNING ENVIRONMENT: AN APPROACH TO ENHANCE STUDENTS’S LEARNING EXPERIENCES OUTSIDE SCHOOL (LEOS)

2021 ◽  
pp. 121-134
Author(s):  
Sandhya Devi Coll ◽  
David Treagust
Keyword(s):  
New Zealand ◽  
Learning Environment ◽  
Blended Learning ◽  
Science Curriculum ◽  
Learning Experiences ◽  
Field Trips ◽  
Student Experiences ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Collaboration And Communication

This paper reports on blended learning environment approach to help enhance students’ learning out comes in science during Learning Experiences Outside School (LEOS). This inquiry took the nature of an ethnographic case study (Lincoln & Guba 1985; Merriam, 1988), and sought to establish ways of enhancing students’ LEOS. The context of the inquiry was a private rural religious secondary school in New Zealand. The New Zealand Science Curriculum is based on a constructivist-based view of learning which provides opportunities for a number of possible learning experiences for science, including LEOS, to enrich student experiences, motivate them to learn science, encourage life-long learning, and provide exposure to future careers (Hofstein & Rosenfeld,1996; Tal, 2012). However, to make the most of these learning experiences outside the school, it is important that adequate preparation is done, before, during and after these visits. Sadly, the last two decades of research suggest that activities outside school such as field trips have not necessarily been used as a means to improveschool-basedlearning (Rennie & McClafferty, 1996). This inquiry utilised an integrated online learning model, using Moodle, as a means to increase student collaboration and communication where students become self-directed, negotiate their own goals, express meaningful ideas and display a strong sense of collective ownership (Scanlon, Jones & Waycott, 2005; Willett, 2007). The digital space provided by Moodle allows students significant autonomy which encourages social interactions and this promotes learning and social construction of knowledge (Brown, Collins, & Duguid, 1989; Lewin, 2004).

scholarly journals Validating an Instrument to Measure School Culture in Project-Based Learning Environments

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
School Culture ◽  
Learning Environment ◽  
Learning Environments ◽  
Student Outcomes ◽  
Learning Experiences ◽  
International Comparisons ◽  
Project Based Learning ◽  
Instructional Model ◽  
Educational Environments ◽  
Common School

Measuring school culture and analyzing student learning experiences is a rapidly growing practice, with a notable uptick following the increased forcus on learning experiences spurred by international comparisons of educational environments and resulting student outcomes. The literature documents common constructs that are often included in school culture surveys. However, often all learning environments are organized together and offered the same school culture survey. This is problematic because a common school culture survey construct is “learning environment” and the items that form this construct will be significantly different based on the instructional model. Therefore, providing educators with a one size fits all culture survey does not meet the needs of schools offering problem-based learning (PrBL) and project-based learning (PBL) environments. This research examines the process for revising, designing, and validating a school culture survey aligned to PrBL and PBL environments.

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