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CIB Conferences

Abstract

This paper explores the dual nature of virtual instruction in South African construction education, examining how it simultaneously presents challenges and opportunities through the lens of constructivist inquiry-based learning (IBL). As higher education undergoes digital transformation, the study investigates how virtual platforms can serve as powerful enablers of active, reflective, and collaborative learning while also exposing systemic limitations such as uneven access, instructor preparedness, and inconsistent institutional support. The research follows a sequential mixed-methods design. In the first phase, a panel of academic and industry experts engaged in a Delphi process to validate six key pedagogical constructs central to virtual constructivist education: Active Learning, Engagement, Collaborative Learning, Social Interaction, Reflective Practice, and Scaffolding. In the second phase, a structured survey was administered to undergraduate students enrolled in construction-related programmes at two South African universities, yielding 265 valid responses across different years of study. However, the study also highlights persistent challenges such as digital inequality, limited pedagogical training for educators, and uneven application of instructional support strategies. This paper contributes original insight into the design and delivery of virtual construction education in a developing context. By grounding its approach in constructivist pedagogy, the study offers a validated model for curriculum innovation that prioritises student engagement, critical thinking, and collaboration. The findings are particularly relevant to curriculum designers and instructors seeking to bridge the gap between academic instruction and industry expectations in an increasingly digital, post-pandemic educational landscape.

Keywords

Constructivism, Inquiry-Based Learning, Construction Education, Digital Equity, South Africa

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