Developing construction graduates fit for the 4th industrial revolution through fieldwork application of active learning

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1816844

T. Papadopoulou

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引用次数: 7

Abstract

ABSTRACT The link between active learning and the development of graduate attributes has been cogently advocated in pedagogical research. Despite the extensive adoption of fieldwork in environmental and social sciences, enigmatically, there are no reported applications of fieldwork in construction and related engineering disciplines. This paper employs a case study approach to address this gap and exemplify the application of fieldwork in a postgraduate construction degree programme. It presents a robust design framework for assessed residential fieldwork that aids the scaffolding of a holistic set of graduate attributes. The framework promotes undertaking field-based experiential learning in international destinations in order to support the development of adaptable leadership and graduate future readiness for the fourth industrial revolution. After discussing its theoretical underpinnings, the paper presents the context for the case study, the design framework and stages of the fieldwork and concludes with an evaluation of its implementation, limitations and implications for practice.

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通过主动学习的实地应用培养适应第四次工业革命的建筑专业毕业生

摘要积极学习与研究生特质发展之间的联系在教学研究中得到了有力的提倡。尽管实地调查在环境和社会科学中被广泛采用，但令人费解的是，没有实地调查在建筑和相关工程学科中的应用报告。本文采用案例研究的方法来解决这一差距，并举例说明实地调查在研究生建筑学位课程中的应用。它为评估住宅实地工作提供了一个稳健的设计框架，有助于构建一套完整的毕业生特征。该框架促进在国际目的地进行基于实地的体验式学习，以支持培养适应性强的领导力，并为毕业生未来为第四次工业革命做好准备。在讨论了其理论基础后，本文介绍了案例研究的背景、设计框架和实地调查的阶段，并对其实施、局限性和对实践的影响进行了评估。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.