Adapting to the Emergence of Generation Z in Tertiary Education: Application of Blended Learning Initiatives in Transport Engineering

Autor/inn/en	Wijayaratna, Kasun P.; Hossein Rashidi, Taha; Gardner, Lauren
Titel	Adapting to the Emergence of Generation Z in Tertiary Education: Application of Blended Learning Initiatives in Transport Engineering
Quelle	In: Journal of Civil Engineering Education, 149 (2023) 3 PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wijayaratna, Kasun P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2643-9107
DOI	10.1061/JCEECD.EIENG-1723
Schlagwörter	Age Groups; Blended Learning; Engineering Education; Technology Uses in Education; Undergraduate Students; Curriculum Development; Feedback (Response); Curriculum Implementation; Academic Achievement + Suchen Sie Ihr Suchwort? Age grop; Altersgruppe; Ingenieurausbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulleistung
Abstract	Civil engineering, specifically transport engineering, is a continually evolving profession. Recent developments in technology have resulted in more automated and visual problem-solving techniques, involving the use of computer programs and simulation, as practitioners and researchers move away from traditional pen and paper approaches. Accordingly, teaching undergraduate university students the basic principles of transport planning, traffic engineering, and highway design effectively is fundamental to the sustainability of the profession. It also is a challenging and dynamic task for educators because enhanced accessibility to technology has changed the way students understand and learn the material being delivered at tertiary education institutions. This paper presents the development of, and feedback from, the implementation of a series of blended learning initiatives (interactive polling exercises, online quizzes, supplementary learning videos, and authentic real-world design project) within an introductory large class-size transport planning and geometric design subject. The process of developing the blended learning initiatives was documented to clearly highlight the benefits and challenges in the transformation process. In addition, qualitative student feedback and student performance between 2016 and 2018 were reviewed to understand the impacts of the transformation. The initiatives were well received; students valued self-paced learning and the exposure to real-world design exercises. From an educator's perspective, blending made it feasible to deliver complex content whilst offering tailored learning opportunities across the cohort. Although further comprehensive experiments and statistically oriented research are necessary, this case study adds to a growing body of literature that indicates the potential value of blended learning initiatives, especially in the context of large class-size university subjects. (As Provided).
Anmerkungen	American Society of Civil Engineers. 1801 Alexander Bell Drive, Reston, VA 20191. Tel: 800-548-2723; e-mail: ascelibrary@ascs.org; Web site: https://ascelibrary.org/journal/jceecd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01