Macrolevel and Microlevel Frameworks of Experiential Learning Theory in Construction Engineering Education

Abstract

The experiential learning theory is one of the best-known learning theories in education and has been explored and developed for decades through various studies in higher education. This learning method is expected to provide a significantly better learning environment for engineering subjects, such as construction techniques and design methods and alternatives, which may occur in most of the construction engineering disciplines. Nevertheless, the theory has hardly been used in construction engineering courses. In this study, the authors perform an in-depth review of the learning theory and present a case study, formwork design example, wherein the theory can be explicitly applied in construction engineering education. Research findings reveal students’ responses to the learning theory and lessons learned. Correlation analysis is conducted to explore how students’ performance in learning can be influenced by this learning theory.