Distance Learning within Management in

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ScienceDirect Procedia Engineering 00 (2017) 000–000 www.elsevier.com/locate/procedia

Creative Construction Conference 2017, CCC 2017, 19-22 June 2017, Primosten, Croatia

Distance Learning within Management in Construction – Polish, Norwegian and Icelandic Experiences in Blended Learning Aleksander K. Nicał*, Mariola Książek, Paweł Nowak, Jerzy Rosłon, Andrzej Foremny Warsaw University of Technology, Al. Armii Ludowej 16, 00-637 Warsaw, Poland

Abstract This paper presents the project which created two innovative courses organized in e-learning and blended learning concept of teaching: “Value Management in Construction” and “Risk Management in Construction”. The need of education in the area was confirmed in the numerous research works and contacts with Polish and European construction companies, realized within the Leonardo da Vinci Programme and were also agreed with Icelandic and Norwegian Partners, who were planning to introduce the prepared courses to their teaching programmes. Operational goal of the project was to facilitate qualifications of construction personnel managing construction infrastructure projects financed by European Union. Detailed goal of the project was preparation of the Value and Risk Management in Construction courses together with didactical materials and methodology at internet platform Moodle, both in Polish and English. Partners in the project were: Warsaw University of Technology (WUT), Norwegian University of Science and Technology (NTNU), Polish Association of Building Managers (PABM) and University of Reykjavik (UR). Main beneficiaries are construction companies personnel and students. Project was realized within 24 months (from April 2014 to March 2016). © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the scientific committee of the Creative Construction Conference 2017. Keywords: innovation, blended learning, value management, risk management, internet platform;

* Corresponding author. Tel.: +48-22-234-57-49; fax: +48-22-825-74-15. E-mail address: [email protected] 1877-7058 © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the scientific committee of the Creative Construction Conference 2017.

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1. Introduction Warsaw University of Technology has gathered lots of experience in implementing e-learning and blended learning to construction over the last 8 years [1-5]. Beneficiaries of the project under title “Distance Learning within Management in Construction” were as follows: small and medium construction companies personnel (but also personnel from large companies), participating in construction infrastructure projects financed by EU, personnel of central and local administration supervising construction projects. Blended learning courses were prepared at EU level, as modern teaching method for construction managers, who got limited time for education. Need for continuous education of construction engineers and managers was confirmed in the LdV project and by contacts with construction companies from Poland and European Union. The project has:  increased multi-cultural exchange,  increased recognition of social aspects in Partners countries,  facilitated mutual integration and opinions exchange, not only related to the technical aspects of construction but also in respect to the social sphere [6]. This paper brings the novelty to the current body of knowledge by describing the project that has created and implemented courses in the area of Value Management and Risk Management in Construction at Moodle platform. 2. Definitions and uses of blended learning 2.1. Overview The literature review has demonstrated the difficulty that others have had in reaching a consensus around the definition of e-learning and blended learning. The lack of definition allows institutions to adapt and use the term as considered useful, and to develop ownership of it. Eight dimensions define the possibilities of e-learning and blended learning:  delivery - different modes (face-to-face and distance education);  technology mixtures of many (mainly web based) technologies;  chronology - synchronous and a-synchronous interventions;  locus practice-based vs. class-room based learning;  roles - multi-disciplinary or professional groupings;  pedagogy - different pedagogical approaches;  focus acknowledging different aims;  direction instructor-directed vs. autonomous or learner-directed learning [6]. The following are the characterizations for blended learning as it is practiced today:  The provision of supplementary resources for learning programmes that are conducted mainly in the traditional way, through institutionally supported virtual learning environments;  Transformative course level practices underpinned by radical course designs which often make significant use of technology to replace other modes of teaching and learning.  A holistic view of technology and learning, including the use of the learners’ own technologies to support their learning [6]. 2.2. Use of the term “blended learning” To date, the differences and similarities between online, traditional distance and face – to- face traditional teaching have been little understood, leading to confused notions of “blend” [7]. Through the 1990s the corporate training world spoke of blended learning as enhancements to the typical corporate training intervention: the short course. Corporate researchers and practitioners noted that technology enhanced learning alone was not enough, arguing that people needed experiential learning for the mastery and retention of knowledge and skills achieved through the blending of technology and face-to-face interaction [8]. In the last few years, short courses were blended, also in the construction industry [9], with pre-course readings and post course activities such as action-

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learning sets and project-based learning teams to embed the learning in the workplace [10]. Short course participants also received electronic materials (e.g. spreadsheet-based project finance models, trading simulations, technical process modelling, etc.), on portable media, initially floppy disk and later CD and eventually through web services. From the year 2000, web based distance learning and training was being blended back with supplementary printed manuals and optional face to face seminars “at a location close to the target group”. Even today, the term seems to retain both novelty and usefulness, meaning different things to different people [6]. The conclusion is: by any definition there is little merit in keeping the term ‘blended learning’ as it is currently understood. It is either inconsistent (and so useless as a way of understanding practice) or redundant, because it simply describes practice within higher education more generally, and it attributes to learning something that, in terms of what we know, only applies to teaching or instruction [11]. Rothery observed that most standard practices in universities across Europe involved a mixture of approaches [12]. While providers of face-to-face training enhanced their courses with online elements and preserved the values of the face-to-face experience, the providers of distance learning courses converged on a blended model from the other direction, offering optional printed manuals and supplementary faceto-face workshops. In a recent review of the literature [11] identified three meanings for the term blended learning: 1. the integrated combination of traditional learning with web-based online approaches; 2. the combination of media and tools employed in an e-learning environment; and 3. the combination of a number of pedagogic approaches, independently of learning technology use [6]. 2.3. Dimensions of blended learning: towards a meaning Some training providers may decide in a didactic situation, for example, to deliver all the theory before turning to practice, and may need or want the core motivation of summative assessment in order to produce the best work. Other providers might prefer a more active, problem-based approach to learning where theories are derived from or at least better assimilated in a practical context, and learn best from peer-to-peer formative assessment. In a blended course it might be possible for some learners to follow a collaborative learning strategy with like-minded colleagues while others pursue their studies as independent learners [6]. 2.4. Characterization of blended e-learning It has been seen that the term blended learning is difficult to define, however it has been chosen the most representative mode in adult’s education: blend of technology with face to face teaching. E-learning material was structured in “Modules” to be made available to the beneficiaries and tutors via “Open source” technology - LMS and CMS. For our purpose and experience Moodle platform had been chosen [6]. 3. Practical use of Moodle platform for teachers 3.1. Logging in and signing in In order to get access to Moodle platform with the course the user needs to hold a user account with the password. There is also an option to obtain a limited access to the content of the course as a guest. In order to create account, user has to follow instructions on the right side of the login page. In order to fully register new account the email must be verified. After that, user can log in by using his username and password (see Fig. 1).

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Fig. 1. Login procedure to Moodle platform.

New account has no special permissions, in order to acquire system administrator or other authorized person should be contacted. Password change is available for everyone anytime from administration panel [6]. 3.2. Courses content and platform operation Moodle is based on organizing courses and course material in “folder structure”, similar to Microsoft and Apple programs. After logging in to the Moodle platform the course content related to Value Management in Construction and Risk Management in Construction in Polish and English language is available in the middle frame of the page. The left frame shows the folder structure, the middle frame shows a bulletin where the courses are displayed. On the right site the user sees the calendar. The toolbar on the left site of the page offers the tutor a possibility to navigate and administrate the course on the Moodle platform [6]. It is possible to edit settings, set filters, create activity, log reports and course participation (see Fig. 2).

Fig. 2. Moodle window with available course in English and Polish.

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Choosing one of the course offered in the Moodle platform the user receives the access to a numerous topics within each course. The materials listed on the website can be downloaded, depending on the user, by the student or lecturer. Every topic ends with the test (see Fig. 3).

Fig. 3. The content of each course, divided in a numerous of topics.

The materials for students have been created in PowerPoint but are available in pdf format, (see Fig. 4). Access to materials can be restricted by authorized person by access code or visibility only for certain group of users. These mechanisms can be accessed for every course in administration panel [6].

Fig. 4. An example of materials available for students.

3.3. Tests Every part of course has a test which is obligatory for the student. Test has been created with use of testing tool included in Moodle. This tool has the advantage of comfortable automatic checking system. There are many types of questions at tests, such as (see Fig. 5):  Yes/no questions;  Multiple choice questions;  Open questions;  List questions;  Right order questions.

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Fig. 5. Test example [6].

4. Platform guide for students 4.1. Platform interface Main page is divided into few intuitive modules. From this view the student can for example:  Log in or out;  Change language (there are two available: polish and english; button in right upper corner);  Go into structure of chosen course (direct access to both language versions);  Move to editing user’s profile page (Administration -> My profile settings -> Edit profile). Profile editing view allows to alter basic account information (name, surname, e-mail address), personalize and adjust account through e.g. adding a photo, website address or telephone number. All changes have to be confirmed by clicking Update profile button. In order to return to main view, home button should be clicked in Navigation panel [1]. Courses are divided into topics including 3 files each:  Presentation;  Additional materials;  Test. 4.2. Course topics Available courses are divided into topics as below:  Risk management in construction: o Risk concept; o Risk management process overview; o Construction projects and contracting; o Risks at the tender stage; o Risk management at the construction stage; o Qualitative risk assessment and analysis; o Quantitative risk assessment and analysis; o Risk response planning; o Risk monitoring and control;

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o Project closure and guarantee period risks [6]. Value management in construction: o Introduction, definitions, techniques for Value Management; o Value management in construction; o Analysis of a construction project in the pre-decision phase, taking into account economic trends and fuzzy selection criterion; o Analysis of selection of the investment project based on effectiveness of the project to be implemented, presented in fuzzy form; o Assessment of the investment project at the stage of a feasibility study with regard to risk and probability of reaching of the NPV value; o Analysis of a multi-criteria selection of the best offer in tender procedures using expert knowledge based on fuzzy premises; o Time-cost analysis of a planned construction project taking into account risk based on expert knowledge using fuzzy sets [6].

5. Course methodology The course is intended to be offered as a 7.5 ECTS course with both books (Risk Management in Construction and Value Management in Construction) as curriculum. Another option can be to offer each book and linked elearning material as two separate courses of 3.75 – 4 ECTS. The course methodology or learning mode is so called “blended” including lectures, students self-study, tutored exercises and e-learning material. For WUT: there is planned that courses will be introduced for postgraduate study (financial management and building site preparation) as well as for the elements of management classes at MSc. study. The course on one book will take 15 weeks of regular study and will give 4 ETCS points. The courses taken at the postgraduate study will take at least two/three gathering days and will give 4 ETCS points [6]. 5.1. Lectures Despite that the course is prepared as an e-learning course face to face lecturing should not be excluded. There have been prepared lectures in pdf format for possible tutors. The content of the lectures are a suggestion on what can be presented, and different tutors and lecturers should change the content to their personal style of lecturing. For a 7.5 ECTS course we suggest the content of face to face lecturing is 2 – 3 hours per week for 13 – 16 weeks [6]. 5.2. Student self-study Students should conduct self-studies in this course. The self-study consist of reading and studying the books Risk Management in Construction and Value Management in Construction. To make the books more available they should be available as pdf documents readable on computer, tablets and cell phone in addition to the original paper book. For a 7.5 ECTS course the amount of self-study should be in the range of 6 – 10 hours per week for 15 – 18 weeks [6]. 5.3. Tutored exercises Dependent on the course participants some tutored exercise lecture should be offered. The experience from NTNU is that some compulsory tasks / assignment during the semester needs tutoring. If the course participants exceed around 20 students it is more efficient to have a set amount of tutored exercises per week. If the exercises are only available on Moodle (i.e. no demand for the student to deliver a written paper) the tutored exercise sessions can be done at Moodle or by computer video call / chat. If the tutor feels more comfortable meeting students face to face the tutoring can be done in class rooms with WIFI connections. For a 7.5 ECTS course the number of tutored exercises should be around 2 hours per week for 13 – 16 weeks. Each tutor in such a session should not exceed 20 – 25 students, so teaching assistants might be needed if the number of course participants are high.

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5.4. E learning material The E-learning material consists of the following:  The books as PDF documents;  Copies of presentation material including possible photos, videos or audio content;  Various(compulsory) tests at the Moodle platform;  Platform for communication and discussions;  Platform for student performance and grading [6]. 6. Conclusions The main advantages of the project are well-functioning courses available on the flexible e-learning Moodle platform. The results of the project are: the innovative courses taught via the Internet on the Moodle platform and CDs, in the field of Risk and Value Management in Construction Industry in Polish and English, the manual for course participants, tests and test solutions, manual for teachers and a guide to the Moodle platform. The participants in the questionnaires assessed the project as a very useful tool that also meets current expectations of the construction sector and the higher education (e.g. civil engineering faculties) at numerous presentations and dissemination seminars. The partnership in the project achieved among others: contacts with construction companies from Poland and European Union, introduction of innovative teaching methods, increase in the teaching process attractiveness and raising qualifications of construction companies personnel. The partnership has created stable contacts with representatives from University of Reykjavik, Norwegian University of Science and Technology, Polish Association of Building Managers and Warsaw University of Technology. The contacts will contribute to further cooperation in wide range of activities in the construction industry and implementation of distance learning methods in construction. Maintaining close bilateral relations in the partnership will also influence on other groups, e.g. students, scientific and teaching staff at the universities will be given a chance to take part in scholarships, research mobilities at partner institutions. References [1] Książek M., Nicał A., Nowak P., Rosłon J., Europejskie podstawy nauczania menedżerów budowlanych, Materiały Budowlane 6/2016, p. 176-177. [2] Minasowicz A., Kulejewski J., Foremny A., Kluczuk P., Nicał A., Distance Learning within Management in Construction – Polish and Norwegian Experiences with European Perspective, International Conference Creative Construction 2012, p. 442-449. [3] Minasowicz A., Kulejewski J., Foremny A., Kluczuk P., Nicał A., Construction Managres’ Library as a New Method of Promotion, Certification and Mutual Recognition of Managerial Skills According to the EU Requirements, International Conference Creative Construction 2012, p. 432-441. [4] Nowak P., Metoda distance learning w podyplomowym nauczaniu menedżerów budowlanych. Logistyka, (November/December), 6/2010, p. 16. [5] Nowak P., Metoda distance learning w podyplomowym nauczaniu menedżerów budowlanych, TRANSCOMP – International Conference Computer Systems Aided Science, Industry and Transport, XIV. Zakopane 6-9 December 2010, Poland. [6] Nowak P., Książek M., Nicał A., Kraiński Ł., Tutors manual Moodle courses: “Value Management in Construction” and “Risk Management in Construction”, Warsaw 2016. [7] Salmon G., Flying not flapping: A strategic framework for e-learning and pedagogical innovation in higher education institutions, ALT-J, Research in Learning Technology, 13 (3), 2005, p. 201-218. [8] Matheos K., Daniel B. & McCalla G., Dimensions for blended learning technology: Learners' perspectives. Journal of Learning Design 1(1), 2005, p. 56-76. [9] Wall J., Ahmed V., Use of a simulation game in delivering blended learning in the construction industry – Opportunities and Challenges, Computers & Education, Vol. 50, Issue 4, May 2008, p. 1383-1393. [10] Roberts G., Dingle, J. & Milovidov, K., Training professionals in the former soviet union. Energy World. 241, 1996, p. 11-13. [11] Oliver, M. & Trigwell, K., Can 'blended learning' be redeemed? E-Learning. 2 (1), 2005, p. 17-26. [12] Rothery A., EUNIS European e-learning workshop report [online], 2004. Available from http://www2.worc.ac.uk/euniselearning/index.php?option=displaypage&Itemid=63&op=page&SubMenu= [12 October 2005].