Pedagogical Principle-Based Experiential E-Learning Exploration in Construction Mediation Training

Abstract

This paper reports an exploration of e-learning training for construction mediation. One of the most crucial prerequisites for successful implementation of e-learning is the careful consideration of the pedagogical principles, however, this is the most neglected aspect in implementation. In this paper, a pedagogical principle-based experiential e-learning framework is developed by reviewing the major guidelines for development of e-learning programs, pedagogical principles for e-learning, and Kolb’s experiential learning cycle. Nine parameters are detailed: intended learning outcomes (ILOs), content development (LCD), concrete experience (CE), reflective observation (RO), learning progress report (LPR), abstract conceptualization (AC), active experimentation (AE), learning assessment report (LAR), and learning interaction and student support (LISS). With a pilot study evaluation, it is found that in this online course the teaching and learning activities (TLAs) are aligned with the ILOs. The LCD designed an effective learning route to help students understand the best way to use the e-learning system and resources. CE, RO, AC, AE and LISS were developed in role-play exercises, which are effective to enhance students’ involvement, interactions, collaboration, exploration, and problem-solving abilities. LPR played an important role in tracking students’ feedback and learning progress. Finally the students’ learning outcomes were evaluated in LAR by the device of logrolling-difference degree (L-DD). With these nine parameters, the pedagogical principle-based experiential e-learning system is developed and explored to deliver effective online construction mediation training.