Transformation of Traditionally passive Surveying learning to an engaging and interactive learning environment – Case study

Abstract

Surveying has interlocking theoretical and practical components that include mathematics, physics, and engineering. To change the traditional passive teaching environment typically used in surveying an advanced approach was implemented that engages students as active partners in their own learning. A demonstration of this approach is presented. Throughout the lecture short-breaking activities are applied, which engage students in reflection and group discussion to confront their understanding of core and threshold concepts. Students argue each other's findings. To garner students' curiosity, the lectures start with a formative short quiz of a few minutes to link previous contents to the current lecture and raise students' interest in following how the objectives can be achieved. A blended learning method is applied that combines classroom learning with mobile e-learning. The weekly fieldwork is formulated in context-rich problems using short realistic scenarios to give students a plausible motivation for solving the problems. Students implement a documented problem solving method where they are requested to show that they meet industry standards. A scaffolding coached problem solving format is implemented in which a structured, guided context is offered to solve real-life problems in surveying. With time, students move to an independent, student-led approach as their experience, analytical and critical thinking skills grow, such that in their final practical they execute their work with little guidance.

Student performance and understanding of the subjects before and after implementation of the presented approach are discussed. Moreover, results show that students' physical attendance rate in classes improves with the implementation of this approach.