Analysis of the Effectiveness of Instructional Strategies for Construction Management Students

dc.contributor.author	E. W. M. Lam
dc.contributor.author	A. P. C. Chan
dc.contributor.author	D. W. M. Chan
dc.contributor.author	T. O. Oladinrin
dc.date.accessioned	2017-05-08T22:32:48Z
dc.date.available	2017-05-08T22:32:48Z
dc.date.copyright	July 2016
dc.date.issued	2016
dc.identifier.other	49127327.pdf
dc.identifier.uri	http://yetl.yabesh.ir/yetl/handle/yetl/82381
dc.description.abstract	This study seeks to identify the most suitable strategies to promote effective learning for construction management students and to boost instructors’ knowledge concerning the choice of appropriate strategies. Twenty-two instructional strategies, identified through a comprehensive literature review, were assessed based on students’ perceptions as determined by a questionnaire. Data from the returned valid questionnaires were examined and tested with exploratory factor analysis (EFA) and a structural equation model (SEM). The EFA extracted five strategies:
dc.publisher	American Society of Civil Engineers
dc.title	Analysis of the Effectiveness of Instructional Strategies for Construction Management Students
dc.type	Journal Paper
dc.journal.volume	142
dc.journal.issue	3
dc.journal.title	Journal of Professional Issues in Engineering Education and Practice
dc.identifier.doi	10.1061/(ASCE)EI.1943-5541.0000276
dc.tree	Journal of Professional Issues in Engineering Education and Practice:;2016:;Volume ( 142 ):;issue: 003
dc.contenttype	Fulltext