Utilizing Job Camera Technology in Construction Education

Autor/inn/en	Bruce, Richard D.; McCandless, David W.; Berryman, Chuck W.; Strong, Shawn D.
Titel	Utilizing Job Camera Technology in Construction Education
Quelle	In: Journal of Technology Studies, 34 (2008) 1, S.28-38 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-6084
Schlagwörter	Undergraduate Students; Scheduling; Photography; Construction Management; Statistical Analysis; Teaching Methods; Construction Industry; Construction (Process); Instructional Design; Student Surveys; Student Evaluation; Student Improvement; Technology Uses in Education + Suchen Sie Ihr Suchwort? Disposition; Fotografie; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Baugewerbe; Aufbau; Konstruktion; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerbefragung; Schulnote; Studentische Bewertung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	One of the toughest hurdles to overcome in construction education is the varying levels of construction field experience among undergraduate students. Although an internship is a common construction management requirement, it is often completed after students complete classes in planning and scheduling. This poses a challenge for the modern construction educator concerning course design. If the instructor begins discussing activities that the inexperienced student has never been a part of, these students could fall behind their classmates. This article presents a technique for overcoming this challenge. Two-term project assignments required undergraduate planning and scheduling students to view several progress photos using current "Job Camera" technology to identify and sequence activities. A survey was administered to three semesters of students exposed to the teaching technique in order to assess the students' ability to identify and sequence activities before and after being exposed to the teaching technique. Survey results indicated that 88% of the respondents reported an improvement in the ability to both identify and sequence activities. Further analysis included a comparison of program exit assessment scores for students exposed to the technique versus those not exposed. A one-way analysis of variance (ANOVA) indicated that those exposed to the technique had significantly higher planning and scheduling scores than those who were not exposed to the Job Camera technology. (Contains 5 tables and 6 figures.) (ERIC).
Anmerkungen	Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept@bgsu.edu; Web site: http://eptglobal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10