Case Studies on Blended Learning in the Context of Real Estate Education

Abstract

Aims & Objectives: Blended learning has been operational for nearly two decades. Normally this would be long enough for optimal models to have evolved and regimes to be established to measure the effectiveness of the techniques employed. However, blended learning involves the use of technology – at least in part – and almost twenty years is a long, long time in technology terms. Real estate has the reputation of being a slow adopter of technology. The objectives of this research were to establish how blended learning had advanced in the context of real estate education.Approach: A preceding presentation at the ERES 2015 annual conference explored first of all different blended learning models and examined the components of a typical blended learning system including tools for content management such as course/module management, delivery and moderation. On the occasion of the ERES Education Seminar in Delft a subsequent survey with accompanying structured interviews was presented. This inquiry was conducted with representatives stemming from either schools of built environment or business schools and was based on a questionnaire about the incidence and nature of blended learning in real estate education specifically.This research: The methodologies used with the online survey are triangulated with some in depth interviews and case studies of particular implementations - picking up points raised on the previous two presentations. Implications: In some quarters, the use of technology in teaching is itself contentious but this research has shown its adoption to be inexorable in real estate education. It has identified very real concerns about the nature and structure of courses and the skillsets of lecturing and course management in a blended learning environment but also identified some real positives about student engagement and outcomes.Significance: This research records the status quo and finds that real estate education is lagging in the adoption of blended learning. It should act as a call to arms for faculty and students to demand better.