Issue-based and problem-based approach for teaching Property and Construction Economics'

1. Dr. Joanna Poon Paul Royston Dr Dean Garratt Willow Fuchs ERES Conference 2010 Milan, Italy Issue-based and problem-based approach for teaching Property and Construction Economics'

2. Background about this paper Research project Development of Good Practice Guide in Blended Learning for Built Environment Courses Funded by Centre of Education in Built Environment (CEBE) Innovative Projects in Learning and Teaching Grant This paper This paper is to present a pilot study of this project The aim of this paper is to discuss a new approach to teaching the 'Property and Construction Economics' module

3. Presentation structure Information about Property and Construction Economics module The new approach for teaching this module Evaluation feedback from students on their learning experience Tutors' reflection on using the new teaching approach Recommendations for future changes to the approach of teaching the module

4. ‘Property and Construction Economics (PCE)’ Module Undergraduate Year One module for students in the Property Management and Development cohort in the School of Architecture, Design and the Built Environment in the Nottingham Trent University Application of economic theory to explain the operation of property and construction markets The students are 'non-specialist' learners as they do not have pre-requisite knowledge of the relevant principles

5. New approach for teaching PCE module Adopted issue-based and problem-based learning approach to teach Property and Construction Economics in the current academic year This module was taught in a blended learning approach and with support from a virtual learning environment, the Nottingham Trent University Online Workstation (NOW) At term 1, it focused to discuss about the current economics issues on property markets At term 2, it focused on discussing the economic theories and principles underpinning and explaining these current economic issues

6. New approach for teaching PCE module (cont'd) For lecture throughout the whole year, there was a theme for each week, such as UK house prices and business cycle (for term 1) and demand & supply and price elasticity (for term 2) For seminars, it was operated in workshop style for term one Students were asked to download real life statistics about housing, property and the interest rate data from various websites, such as Office for National statistics (ONS), Bank of England’s Statistical Interactive Database and Department of Communities and Local Government (DCLG) Their tasks were to conduct some basics statistical analysis and plot charts Apart from teaching economics, it also aimed to enhance students' spreadsheet skills which is very important for their study

7. Here are some examples of the charts that students plot

9. New approach for teaching PCE module (cont'd 2) For term 2, there were ordinary seminar discussions. Students were given a list of questions under different themes They are allocated time in the seminar to discuss these questions and share their answers with the whole group It aims to underpin the students’ theoretical understanding of economic concepts

10. Evaluation feedback from students on their learning experience An evaluation form was circulated to all students in the last seminar of the academic year Eighty-two questionnaires were completed and returned. The students are from four different pathways: Building Surveying (24), Property Planning and Development (19), Property Investment & Finance (16) and Real Estate Management (23) The questionnaire were divided into two major sections: One section is to aim to gather students’ comments on teaching and learning method Second section is to gather students’ comments on structure of course content The questions included the questions with choice (Likert scale, 1-excellent to 4-poor) and written comments questions

11. Questions are: Overall, how do you find the teaching method for the PCE module? How do the lectures help your learning of the PCE module? How do the computer workshops in the first term help your learning of the PCE module? How do the seminars in the second term help your learning of the UPM module? How have you used NOW to support your learning of the PCE module? What do you think about the structure of the course content of PCE module for the whole year? Further comments on the module lectures have been delivered on an ‘issue-based and problem-based’ approach. Has this helped you improve your learning of the PCE module?

12. Comments summary Overall lectures The students comment on the overall structure, including the lecture, workshops, seminars and use of NOW, are well-linked together The lecture is well-structured, concise and has excellent delivery They also think the economic concepts are explained in related to the real world Term one workshops The workshops in term one are complemented with the lecture They also find it is useful for the worksheets to break down to different areas so they can look into topics separately Students like the change of environment/ different types of learning – sort of self- teaching lesson but with guidance/ help from tutors They also like the idea that they are asked to find/ download information by themselves but not just being fed In addition, they like the speed and the flexibility and they can do their work at their own pace However, some students have never used excel prior to the course so they find dealing with data is difficult

13. Comments summary (cont'd) Term 2 seminars They also find the term 2 seminars were well-delivered and related to the lecture and their coursework Students find the seminars reinforce lectures and also had a chance to practice their knowledge They also find there is good interactions (students/ students interaction and staff/ students interactions), especially at the later part involved discussion with the whole class NOW The use of NOW as a central storage of course information and communication tool It provides a platform for providing lecture notes, regular updates, seminar questions answers and is especially important if students missed a lecture Students can access information prior to the lecture or after lecture if they missed one, also for recap

14. Comments summary (cont'd 2) Other comments Students request for support on report writing as they are inexperienced in this area One of the major comment is that students do not know they are taught by issue-based and problem-based approach. One student stated 'Not made aware of ‘issue-based and problem-based’ approach, but I can see that these methods were applied now that you mention it. I would say it was a reasonable approach to adopt in delivering the module'

15. Tutors' reflection on using the new teaching approach • Have mix of computer workshops and traditional seminars over the whole year • The mix could be based around the issues covered • For example, the students could look at house price data and then followed that up with more formal seminars to look at both what they found as well as thinking about the relevance of economic theory to the patterns that they observed in house prices • The tutors think by coming back at a later date in term 2 and students apply their computer skills to another issue both their skills and their understanding as to why they were undertaking the data-orientated exercises dramatically improved

16. Recommendations for future changes to the approach of teaching the PCE module Mix of workshops and seminars over a year More drop-in sessions so students can have more chance to ask questions, students' individual needs are different Support or self-help guidance for using Excel Refer students to university ITS courses on excel Provide report writing support Prepare a more substantial reading list for the students to accommodate their needs on studying basic economics Need to mention to students that they are taught by issue-based and problem-based learning approach at the beginning

17. Recap Information about Property and Construction Economics module The new approach for teaching this module Evaluation feedback from students on their learning experience Tutors' reflection on using the new teaching approach Recommendations for future changes to the approach of teaching the module Thank you