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Article: Evaluating learning approaches of construction students in Hong Kong through a matrix framework

TitleEvaluating learning approaches of construction students in Hong Kong through a matrix framework
Authors
KeywordsConstruction Industry
Engineering Education
Hong Kong
Learning
Students
Teaching Methods
Issue Date2004
PublisherAmerican Society of Civil Engineers. The Journal's web site is located at http://scitation.aip.org/dbt/dbt.jsp?KEY=JPEPE3
Citation
Journal of Professional Issues in Engineering Education And Practice, 2004, v. 130 n. 3, p. 189-196 How to Cite?
AbstractLearning is a process of acquiring knowledge, and students may adopt different learning approaches to achieving their learning goals. While educationalists can draw up what they believe is a good construction curriculum for students, students' learning would depend on their own learning approaches and attitudes. Acknowledging a lack of research on the learning attitudes of construction students, a matrix framework of learning approaches (MFLA) based on the relationships between three learning motives and three learning strategies is proposed in this paper. The MFLA enabled a major empirical survey to be carried out in Hong Kong to examine the learning characteristics of construction students. A questionnaire based on Biggs's study process questionnaire was distributed to five groups of construction-related students in three universities in Hong Kong. The results of the survey indicate that seven of the nine hypothetical learning approaches exist in construction education in Hong Kong. The assortment of learning approaches used varied across the five student groups. As a result, different teaching and learning factors should be adopted by educators of construction students to meet the distinctive characteristics of students in various universities.
Persistent Identifierhttp://hdl.handle.net/10722/150277
ISSN
2015 Impact Factor: 0.538
2015 SCImago Journal Rankings: 0.600
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLeung, MYen_US
dc.contributor.authorNg, TSTen_US
dc.contributor.authorLi, YKen_US
dc.date.accessioned2012-06-26T06:02:57Z-
dc.date.available2012-06-26T06:02:57Z-
dc.date.issued2004en_US
dc.identifier.citationJournal of Professional Issues in Engineering Education And Practice, 2004, v. 130 n. 3, p. 189-196en_US
dc.identifier.issn1052-3928en_US
dc.identifier.urihttp://hdl.handle.net/10722/150277-
dc.description.abstractLearning is a process of acquiring knowledge, and students may adopt different learning approaches to achieving their learning goals. While educationalists can draw up what they believe is a good construction curriculum for students, students' learning would depend on their own learning approaches and attitudes. Acknowledging a lack of research on the learning attitudes of construction students, a matrix framework of learning approaches (MFLA) based on the relationships between three learning motives and three learning strategies is proposed in this paper. The MFLA enabled a major empirical survey to be carried out in Hong Kong to examine the learning characteristics of construction students. A questionnaire based on Biggs's study process questionnaire was distributed to five groups of construction-related students in three universities in Hong Kong. The results of the survey indicate that seven of the nine hypothetical learning approaches exist in construction education in Hong Kong. The assortment of learning approaches used varied across the five student groups. As a result, different teaching and learning factors should be adopted by educators of construction students to meet the distinctive characteristics of students in various universities.en_US
dc.languageengen_US
dc.publisherAmerican Society of Civil Engineers. The Journal's web site is located at http://scitation.aip.org/dbt/dbt.jsp?KEY=JPEPE3en_US
dc.relation.ispartofJournal of Professional Issues in Engineering Education and Practiceen_US
dc.rightsJournal of Professional Issues in Engineering Education and Practice. Copyright © American Society of Civil Engineers.-
dc.subjectConstruction Industryen_US
dc.subjectEngineering Educationen_US
dc.subjectHong Kongen_US
dc.subjectLearningen_US
dc.subjectStudentsen_US
dc.subjectTeaching Methodsen_US
dc.titleEvaluating learning approaches of construction students in Hong Kong through a matrix frameworken_US
dc.typeArticleen_US
dc.identifier.emailNg, TST: tstng@hkucc.hku.hken_US
dc.identifier.authorityNg, ST=rp00158en_US
dc.description.naturelink_to_OA_fulltexten_US
dc.identifier.doi10.1061/(ASCE)1052-3928(2004)130:3(189)en_US
dc.identifier.scopuseid_2-s2.0-14544275013en_US
dc.identifier.hkuros91797-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-14544275013&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume130en_US
dc.identifier.issue3en_US
dc.identifier.spage189en_US
dc.identifier.epage196en_US
dc.identifier.isiWOS:000222249200007-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridLeung, MY=8275258600en_US
dc.identifier.scopusauthoridNg, ST=7403358853en_US
dc.identifier.scopusauthoridLi, YK=8309786700en_US

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