Characteristics of Authentic Construction Learning Experiences to Enable Accurate Consideration of Cost-Effective Alternatives
Journal Article
Overview
abstract
Authentic learning opportunities that simulate full-scale design and construction using real materials provide valuable experiential learning environments for construction and civil engineering students by challenging students to apply building concepts in practical settings. These activities challenge students to apply theoretical concepts in a realistic, hands-on context. However, the excessive cost of real building materials required for this mode of education limits access to the vast majority of students. As a result, educational researchers have explored potential alternatives to provide cost-effective experiential learning through activities using mock-up materials (e.g., plastic straws and popsicle sticks) and a simulation of experiences using immersive technologies (e.g., virtual reality or augmented reality). While some of these alternatives approximate the environment and others provide physical interaction with mock-up materials, the lack of authenticity in the building materials used introduces some apparent differences between the “authentic” learning environments and their cost-effective approximations. Therefore, this research aims to identify the learning processes reported by students and faculty who participated in authentic learning experiences to understand the ways in which this mode of education offers unique value to construction education. Their interview responses illustrated characteristics of authentic learning experiences that were believed to be critical to the learning process, some of which included working in groups; interdisciplinary participants; and the use of real construction materials. Although some of these characteristics are intrinsically linked to the use of real materials, others do not explicitly refer to interaction with real materials. This may point to specific aspects of authentic learning that educational researchers can replicate or enhance to provide cost-effective learning environments, such as virtual or augmented reality. The contribution of this paper is in identifying the characteristics of authentic learning experiences that may guide educational investment and research innovations that aim to replicate some of these learning experiences through more accessible learning environments.
