Download PDFOpen PDF in browserBlended Learning in Construction Management Education: A Faculty-Focused Literature Review10 pages•Published: June 2, 2026AbstractBlended learning (BL) is the purposeful integration of face-to-face and technology-mediated instruction and has become central to higher education. BL aligns closely with the hands-on, collaborative nature of construction education. While BL is widely recognized for promoting active learning and engagement, most existing research in construction management (CM) education emphasizes student outcomes rather than faculty experience. This research addresses that gap by performing a systematic literature review and synthesizing 35 publications that examine how CM faculty design, perceive, and implement BL. Analysis revealed that faculty primarily use BL to enable active, applied, and team-based learning but face persistent challenges related to time, technological proficiency, and limited instructional design support. Faculty generally report positive perceptions once BL is implemented, though adoption remains inconsistent and often under-supported institutionally. This review contributes to the body of knowledge by centering the faculty perspective and identifying critical gaps in understanding BL’s adoption and sustainability within CM education. Future research should pursue longitudinal, comparative, and faculty-focused studies to develop discipline-specific models for effective blended instruction in construction education.Keyphrases: active learning, blended learning, blended teaching, construction education In: Wesley Collins, Anthony Perrenoud and John Posillico (editors). Proceedings of Associated Schools of Construction 62nd Annual International Conference, vol 7, pages 167-176.
|
