Flipped Classrooms and Peer-to-Peer Learning in a Construction Management Course

9 pages•Published: May 26, 2024

Abstract

This paper presents a case study of the implementation of a combined peer-to-peer learning and flipped classroom approach in a course within a baccalaureate degree program in Construction Project Management. In a flipped classroom, students review the learning materials before class, complete lower-level cognitive tasks outside of the classroom, and engage in higher-level cognitive tasks during class time. While there are numerous advantages to flipping the classroom compared to traditional teaching, the strategy becomes ineffective if students cannot complete the assigned tasks before class and lack motivation to participate in higher-level learning during the class. To ensure motivation and continuous engagement, a combination of strategies was employed, including peer-to-peer learning and teaching, granting credits for classroom participation and peer evaluation, and establishing milestones for continuous evaluation of outputs. Over the years, the percentage of students who agreed that the course's delivery method provided opportunities for active participation in discussions and collaborative activities increased from 80% to 100%. Similarly, the percentage of students who completed the readings and homework on time increased from 85% to 100%.

Keyphrases: Construction Management, flipped classrooms, Peer-to-peer learning, Peer-to-peer teaching, text analysis

In: Tom Leathem, Wesley Collins and Anthony J. Perrenoud (editors). Proceedings of 60th Annual Associated Schools of Construction International Conference, vol 5, pages 303--311

Links:	https://easychair.org/publications/paper/X1Dx
	https://doi.org/10.29007/rsh8