“Blended Learning” in Construction Cost Network Course

Abstract

Separation of teaching and learning is a prominent problem in distance education, and “vapidness” is one of the primary issues to be solved in network curriculum. Due to the theory and practice properties of Construction Cost, blended learning was used to satisfy students for individualising education, which strengthen students’ motivation and improve availability and interest. The route of guidance-study behaviour-practice-final review goes through cases, actual scenario of occupational training and work office was rebuilt. Blended learning not only reduces the distance that has existed among students and teachers but also increase the interaction between the two sides. The investigation shows that 90% students consider that through cases oriented, the learning scene is more attractive as tied up with actual scenario; there is a significant increase of students’ motivation and achievement as a result of the blended learning model, and a reduction to 30% of vapidness-feeling student. This research provides experiences for teachers to support and promote the students’ interest and includes tactics such as being an involved role model on cases to facilitate help-seeking processes.