Collaborative Co-instruction Practice: Supplementing Technology with Student Interaction
Theo C Haupt and Francois Jacobs
DOI: https://doi.org/10.64755/LPIU7262
Keywords: Passive Learning, Active Learning, Graded Worksheets
ABSTRACT
PURPOSE
This paper explores the impact of introducing an intervention that requires the active participation of students within the context of collaborative co-instruction practice in the USA of the Construction Safety module offered by an ACCE accredited construction management program where technology is used as part of the mode of instruction. The intent of the intervention was to include human interaction with the use of technology in the classroom.
RESEARCH DESIGN
This paper reports on the collaborative co-instruction practice as a single case study during which real life observations were made and analysed. Observations during the class sessions were compared against the findings of a previous study that evaluated passive and active learning in the same module. The comparison was used to formulate recommendations for implementation in the next iteration of the course.
FINDINGS
The observations confirm that the student learning experience in the collaborative co-instruction course was improved by introducing an intervention that required the active participation of students in class sessions in the form of graded classroom worksheets that were distributed and needed to be completed during, and turned in at the end of each selected class session. The strategy improved student focus and attention throughout the entire class session and because they had to be completed in-person in class improved student attendance. The worksheets were requested back to be used by the students as study tools for quizzes and exams.
CONTRIBUTION
The paper contributes to improving student experiences and learning outcomes using the collaborative multi-institutional co-instruction module to the benefit of the industry, construction education, instructors and students.
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