Pedagogical Principle-Based Experiential E-Learning Exploration in Construction Mediation Training
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 140, Issue 2
Abstract
This paper reports an exploration of e-learning training for construction mediation. One of the most crucial prerequisites for successful implementation of e-learning is the careful consideration of the pedagogical principles, however, this is the most neglected aspect in implementation. In this paper, a pedagogical principle-based experiential e-learning framework is developed by reviewing the major guidelines for development of e-learning programs, pedagogical principles for e-learning, and Kolb’s experiential learning cycle. Nine parameters are detailed: intended learning outcomes (ILOs), content development (LCD), concrete experience (CE), reflective observation (RO), learning progress report (LPR), abstract conceptualization (AC), active experimentation (AE), learning assessment report (LAR), and learning interaction and student support (LISS). With a pilot study evaluation, it is found that in this online course the teaching and learning activities (TLAs) are aligned with the ILOs. The LCD designed an effective learning route to help students understand the best way to use the e-learning system and resources. CE, RO, AC, AE and LISS were developed in role-play exercises, which are effective to enhance students’ involvement, interactions, collaboration, exploration, and problem-solving abilities. LPR played an important role in tracking students’ feedback and learning progress. Finally the students’ learning outcomes were evaluated in LAR by the device of logrolling-difference degree (L-DD). With these nine parameters, the pedagogical principle-based experiential e-learning system is developed and explored to deliver effective online construction mediation training.
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Acknowledgments
The authors are grateful for the constructive comments of the reviewers. The work described in this paper was fully supported by a City University of Hong Kong Teaching Development Grant (Project No. 6000372).
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Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 140 • Issue 2 • April 2014
Copyright
© 2013 American Society of Civil Engineers.
History
Received: Mar 1, 2013
Accepted: Sep 24, 2013
Published online: Dec 4, 2013
Published in print: Apr 1, 2014
Discussion open until: May 4, 2014
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