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To effectively prepare construction and engineering students for their careers as building professionals, it is imperative for educators to understand what teaching methods are effective to enhance student learning in project scheduling. Technical skills, like project scheduling, rely heavily on practical experience and instructors face the difficult task of how to replicate this experience to enhance student learning. This paper provides a summary of the current instructional delivery methods utilized in a scheduling course at a major university and evaluates the delivery methods and what students perceive as most, and least effective in regard to learning how to create, manage and update a project schedule. The major finding, based on student feedback was the demand for additional visual learning experiences to further develop students’ understanding of construction scheduling. These visual experiences include the implementation of visuals exploring jobsite examples as well as time-lapse videos showing the processes and sequence of activities. In addition, the overall results of the student surveys are presented, discussed, and evaluated. This information may assist educational and industry programs interested in developing scheduling course material, based on the needs reported by students. |
