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dc.contributor.authorHarfield, T.
dc.contributor.authorDavies, Kathryn
dc.contributor.authorHede, Joseph
dc.contributor.authorPanko, Mary
dc.contributor.authorKenley, Russell
dc.description.abstractIn 1993, Betts and Liow called for a shift from traditional ‘chalk and talk’ teaching methods to ‘active learning’ for construction students. However, this study appears to be the first to provide an active learning classroom for construction students. We set out to find evidence for a direct link between this specific teaching practice and student learning. A participant observation methodology was used to study classroom changes for one compulsory module of a first year construction course. Stage one of the study concentrated on devising new teaching strategies informed by recent research into the learning-styles of New Zealand construction students. Although the instructor was willing to try new teaching strategies, he did not have any experience of activities-based learning, and he questioned the efficacy of such changes. Stages two through four concentrated on development of data types, collection of data and analysis of data concerning the use of activities-based teaching strategies. The student and instructor feedback was positive concerning student engagement both in the classroom and in relation to the final assessment. In addition, the link between of the activities-based teaching and student learning was evident in a marked improvement in grades in relation to those from the previous class.en_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectactivity-based learningen_NZ
dc.subjectconstruction studentsen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectpeer learningen_NZ
dc.titleActivity-based teaching for Unitec New Zealand construction studentsen_NZ
dc.typeJournal Articleen_NZ
dc.subject.marsden130213 Vocational Education and Training Curriculum and Pedagogyen_NZ
dc.identifier.bibliographicCitationHarfield, T., Davies, K., Hede, J., Panko, M., and Kenley, R. (2007). Activity-based teaching for Unitec New Zealand construction students. Emirates Journal for Engineering Research. 12 (1) : 57-63.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleEmirates Journal for Engineering Researchen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.institution.studyareaConstruction + Engineering

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