Inquiry-Based Learning Approach for Construction Education: Instructional Practices and Student Learning Outcomes
Mohlomi T. Raliile and Theo C. Haupt
DOI: https://doi.org/10.64755/QRHE6871
Keywords: Constructivist Education, Inquiry-based Education, Learning, Built Environment, Problem-based Learning
ABSTRACT
PURPOSE
Current built environment education programs at South African universities arguably fail to adequately deliver on these critical outcomes, such as improving education quality, skills development, and innovation. This is largely due to outdated instructional delivery approaches that are constrained by a focus on content rather than developing the professional skill sets and competencies needed by a 21st-century entry-level built environment professional. To address these challenges, this paper seeks to determine if constructivist inquiry-based learning is being properly implemented in the built environment education and whether it should be the accepted learning approach.
DESIGN / METHODOLOGY / APPROACH
The study employed a positivist paradigm to objectively measure the participants’ experiences. The quantitative responses were collected and analysed to provide an objective view of the boot camp’s learning outcomes. Both facilitators and students completed a structured survey comprising five questions, each accompanied by a series of statements rated on a 5-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). To explore these questions, a pilot project titled ‘Project Turn The Titanic’ was launched.
FINDINGS
The findings from both facilitators and students underscore the transformative potential of Problem-Based Learning (PBL) as implemented through Project Turn the Titanic (PTTT). Facilitators reported a successful transition from traditional instruction to a learner-centred facilitation model, where their role shifted toward guiding, supporting, and stimulating critical thinking. Students, in turn, responded positively to this approach, citing increased autonomy, deeper engagement, and a stronger sense of responsibility for their learning.
PRACTICAL IMPLICATIONS
In doing so, South African universities can better prepare construction graduates to meet industry demands, close the skills gap, and contribute meaningfully to sustainable urban development.
Previous Post
Next Post