Large-class teaching with implications for construction management in higher education

Engaging students in large-class teaching (LCT) is identified as a necessity in construction. This paper reports on a literature review into identifying challenges in LCT and how to overcome these with special implications into construction management (CM) discipline. Several common and specific strategies were identified that could be used not only in teaching, but also in other aspects related to large-class teaching. Even though some of specific strategies that are used in different context were found inappropriate for construction, most of the common strategies seem appropriate. The findings led to identify that blended learning that incorporates face-to-face and online activities is the way forward for large class settings. Future research aims to incorporate an empirical phase using case studies to explore the success of blended learning strategies in construction large class settings.