Assessing the Effectiveness of Active-learning Approaches in Advancing Student Understanding of Construction Scheduling in a Virtual Environment

Document Type

Conference Proceeding

Publication Title

ASEE Annual Conference and Exposition, Conference Proceedings

Publication Date



As demand for online learning increases, it is becoming even more critical and challenging to ensure that instructors are equipped with the requisite skills and knowledge to support student learning and accomplish associated outcomes. Many studies urge online classes to be more engaging and collaborative to provide a compatible alternative to in-person settings. Studies have explored, and many confirmed the importance of active learning in different fields. Several instructors have implemented active learning in their in-person classrooms, while only a few looked at such techniques in virtual environments. In an effort to address the gap in the literature, the authors developed an experiment that involved fifteen students who participated in a workshop covering fundamental concepts in construction scheduling. Participants were from two different institutions. They were split into two groups. One group was taught online through a traditional lecture with no prominent active learning component. They completed the practice exercise individually, while the second group was allowed to work on the practice exercise in breakout rooms on Zoom. All students completed pre and post-workshop surveys to assess students' learning of the workshop outcomes and explore the effectiveness of utilizing active learning components in online course deliveries, particularly for construction management undergraduate programs. The results of this study indicate that virtual workshops are effective in increasing students learning of construction scheduling topics. At the same time, more research is needed to confirm the effectiveness of specific active learning techniques within virtual settings.



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