Online delivery models: students’ perspectives

Tivendale, Linda, Abbasi, Neda, Martek, Igor, Liu, Chunlu and Mills, Anthony 2015, Online delivery models: students’ perspectives, in RICS COBRA AUBEA 2015: Proceedings of the 2015 Annual RICS International Research Conference, Royal Institution of Chartered Surveyors (RICS), London, Eng., pp. 1-9.

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Title Online delivery models: students’ perspectives
Author(s) Tivendale, LindaORCID iD for Tivendale, Linda
Abbasi, Neda
Martek, IgorORCID iD for Martek, Igor
Liu, ChunluORCID iD for Liu, Chunlu
Mills, AnthonyORCID iD for Mills, Anthony
Conference name Construction, Building and Real Estate Research; Australasian Universities’ Building Educators Association. Conference (2015 : Sydney, NSW)
Conference location Sydney, N.S.W.
Conference dates 8-10 Jul. 2015
Title of proceedings RICS COBRA AUBEA 2015: Proceedings of the 2015 Annual RICS International Research Conference
Publication date 2015
Start page 1
End page 9
Total pages 9
Publisher Royal Institution of Chartered Surveyors (RICS)
Place of publication London, Eng.
Keyword(s) cloud learning
construction management education
flexible delivery
online learning
unit delivery model
Summary The optimal delivery model for units always puzzle curriculum designers and lecturers, particularly when the unit is offered in the summer trimester and students have greater choice as to whether to enrol in a unit or not. An ongoing research project in the School of Architecture and Built Environment at Deakin University aims to understand students’ perceptions on unit delivery in the summer trimester in order to improve support for online delivery models. The five delivery models in the study ranged from ‘traditional’ i.e. on campus lectures and tutorials for each week of the trimester; to ‘wholly online’ i.e. learning materials and communications entirely through the web-based student portal. Students rated their preferences for the five delivery models with additional comments. Students overwhelmingly prefer wholly online delivery during the summer trimester despite the benefits of other delivery models and that wholly online delivery may not offer their preferred learning experience. The students’ primary need is for flexibility which can be at odds with their equal need for interaction with academics and peers. It is important that academics recognise students’ perspectives to ensure their design of online delivery models improves teaching and learning in the summer trimester.
ISBN 9781783210718
Language eng
Field of Research 120101 Architectural Design
130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2015, RICS
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