The Learning Impact of a 4-Dimensional Digital Construction Learning Environment

Authors: Chris Landorf, Stephen Ward

Abstract:

This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialled with over 1,300 students and evaluated through questionnaires, observational studies and coursework analysis. Results demonstrate a positive impact on students’ technical learning and collaboration skills, but there is need for further research in relation to critical thinking skills and work-readiness.

Keywords: Architectural education, construction industry, digital learning environments, immersive learning.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1130981

References:

[1] S. Billett, “Realising the educational worth of integrated work experiences in higher education,” Studies in Higher Education, vol. 34, no. 7, pp. 827-843, 2009.
[2] C. Smith, “Evaluating the quality of work-integrated learning curricula: a comprehensive framework,” Higher Education Research & Development, vol. 31, no. 2, pp. 247–262, 2012.
[3] S. Lester and C. Costley, “Work-based learning at higher education level: value, practice and critique,” Studies in Higher Education, vol. 35, no. 5, pp. 561-575, 2010.
[4] Safe Work Australia, Key Work Health and Safety Statistics, Australia 2012. Canberra: Safe Work Australia, 2012.
[5] M. Keppell, G. Suddaby and N. Hard, Good Practice Report: Technology-Enhanced Learning and Teaching. Sydney: Australian Learning and Teaching Council, 2011.
[6] J. Orrell, Good Practice Report: Work-Integrated Learning. Sydney: Australian Learning and Teaching Council, 2011.
[7] E. Schofer and J. W. Meyer, “The worldwide expansion of higher education in the twentieth century,” American Sociological Review, vol. 70, no. 6, pp. 898-920, 2005.
[8] A. Litchfield, J. Frawley and J. Nettleton, “Contextualising and integrating into the curriculum the learning and teaching of work-ready professional graduate attributes’, Higher Education Research & Development, vol. 29, no. 5, pp. 519–534, 2010.
[9] M. Kek, and H. Huijser, “The power of problem-based learning in developing critical thinking skills: preparing students for tomorrow’s digital futures in today’s classroom’, Higher Education Research & Development, vol. 30, no. 3, pp. 329–341, 2011.
[10] M. Latham, Constructing the Team (The Latham Report). London: HMSO, 1994.
[11] Royal Commission into the Building and Construction Industry, Overview of the Nature and Operation of the Building and Construction Industry. Canberra: Australian Government Printing Service, 2002.
[12] R. Francis and S. Shannon, “Engaging with blended learning to improve students’ learning outcomes”, European Journal of Engineering Education, vol. 38, no. 4, pp. 359–369, 2013.
[13] S. de Freitas and T. Neumann, “The use of “exploratory learning” for supporting learning in virtual environments”, Computers & Education, vol. 52, no. 2, pp. 343–352, 2009.
[14] D. Kolb, Experiential Learning. Englewood Cliffs: Prentice Hall, 1984.
[15] P. Reason and H. Bradbury (Eds), The SAGE Handbook of Action Research: Participatory Inquiry and Practice. Thousand Oaks: SAGE Publications, 2008.
[16] M. Easterby-Smith, R. Thorpe and P. Jackson, Management Research. London: SAGE Publications, 2008.
[17] http://4dconstruction.uqcloud.net/VirtualTour/action/splash/index
[18] http://4dconstruction.uqcloud.net/VirtualTour/action/splash/index