Adapting to the Emergence of Generation Z in Tertiary Education: Application of Blended Learning Initiatives in Transport Engineering
Publication: Journal of Civil Engineering Education
Volume 149, Issue 3
Abstract
Civil engineering, specifically transport engineering, is a continually evolving profession. Recent developments in technology have resulted in more automated and visual problem-solving techniques, involving the use of computer programs and simulation, as practitioners and researchers move away from traditional pen and paper approaches. Accordingly, teaching undergraduate university students the basic principles of transport planning, traffic engineering, and highway design effectively is fundamental to the sustainability of the profession. It also is a challenging and dynamic task for educators because enhanced accessibility to technology has changed the way students understand and learn the material being delivered at tertiary education institutions. This paper presents the development of, and feedback from, the implementation of a series of blended learning initiatives (interactive polling exercises, online quizzes, supplementary learning videos, and authentic real-world design project) within an introductory large class-size transport planning and geometric design subject. The process of developing the blended learning initiatives was documented to clearly highlight the benefits and challenges in the transformation process. In addition, qualitative student feedback and student performance between 2016 and 2018 were reviewed to understand the impacts of the transformation. The initiatives were well received; students valued self-paced learning and the exposure to real-world design exercises. From an educator’s perspective, blending made it feasible to deliver complex content whilst offering tailored learning opportunities across the cohort. Although further comprehensive experiments and statistically oriented research are necessary, this case study adds to a growing body of literature that indicates the potential value of blended learning initiatives, especially in the context of large class-size university subjects.
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Data Availability Statement
All data, models, or code that support the findings of this study are available from the corresponding author upon reasonable request.
Acknowledgments
The development and implementation of these blended learning initiatives would not have been possible without the support of the School of Civil and Environmental Engineering and the Faculty of Engineering at the University of New South Wales—in particular, educational technologist John Paul Posoda, who provided immense guidance in filtering software and platforms helped us achieve our objectives. Finally, we acknowledge our student assistants, Anthony Ferraro, Kelly Tang, and Charlotte Wang, for their perspectives as students and their hard work in delivering the initiatives.
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Published In
Journal of Civil Engineering Education
Volume 149 • Issue 3 • July 2023
Copyright
© 2023 American Society of Civil Engineers.
History
Received: Jul 11, 2021
Accepted: Oct 19, 2022
Published online: Feb 16, 2023
Published in print: Jul 1, 2023
Discussion open until: Jul 16, 2023
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