Adaptive e-tutorial for enhancing student learning in construction education

Designing and delivering courses that feature student-centered active learning strategies, interactive learning environments, feedback on student progress, and motivating learning tasks is essential to enable students to develop necessary graduate attributes. However, lecturers encounter numerous challenges in this role. A recently emerged adaptive eLearning pedagogical approach was experimented with in a first year course in a Construction Management degree program through action research. Study findings suggest that the adaptive eLearning method can facilitate deep learning as it provides improved engagements, interactions, real-time feedback and improved flexibility. Moreover, students who used the new learning method desire its availability in other courses too.