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|Title: ||The effectiveness of computer assisted learning in construction|
|Authors: ||Ahmed, Vian S.|
Computer Assisted Learning
|Issue Date: ||2000|
|Publisher: ||© Vian Shawket Ahmed|
|Abstract: ||It is widely recognised that learning and training is a life long task and that people may
need to be retrained or acquire new skills several times during their working careers.
This poses the problem of what are the most appropriate teaching methods available to
match the wide range of experience and learning styles of the learners. The
development and implementation of new technology for teaching and learning
purposes is one of the solutions to these problems.
In construction the need for continuous learning is evidenced by the CPD (Continuing
Professional Development) requirements of all the major professional institutions. One
method which appears to have great potential, is Computer Aided Learning (CAL).
CAL can be defined as, a way of presenting educational material to a learner by means
of a computer program which gives opportunity for individual interaction.
Several initiatives have been launched over the last few years, to both develop and
explore the use of CAL in higher education. Unfortunately few of these initiatives
introduced strategic approaches for implementing these tools, which are aimed at the
needs and styles of users within the construction domain. Also, only `qualitative' rather
that `quantitative' measures of the effectiveness of these tools are provided, if any.
Against this background, this research project: reviewed literature outlining learning theories that are relevant to learning in
construction; reviewed the preferred learning styles of different professional groups within the
construction domain; reviewed literature of the role of CAL in higher education, and the different types
available in construction.
As a result of the above literature reviews, the research has: developed an understanding of the learning process and derived measures of
effective learning according to the cognitive, experiential and behavioural learning
theories; categorised the different styles of CAL and their role in supporting the learning
process, and promoting different types of learning; proposed a framework for strategic planning, development, implementation and
evaluation of CAL, and highlighted how such tasks are a shared responsibility
between the educator, the developer and the users of CAL; tested the effectiveness of a CAL system, the MERIT2 simulation game, adopting
the evaluation criteria introduced by the proposed framework, and using
quantitative measures of the efficiency and effectiveness of this tool to promote
learning in construction management; adopted the approach introduced by the proposed framework, for strategic
implementation of a prototype multimedia CAL tool, to meet the educational needs
and learning styles of undergraduate quantity surveying students. The thesis concluded that, qualitative measures are insufficient to determine the
effectiveness and efficiency of CAL tools. Also, that these tools are effective methods
to support teaching within the construction domain, when strategically developed and
implemented to target the educational needs and learning styles of its users.|
|Description: ||A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.|
|Appears in Collections:||PhD Theses (Architecture, Building and Civil Engineering)|
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