Structured Reflection and Peer Dialogue in Construction Education: A Case Study of Experiential Learning Integration

Abstract

Abstract This case study examines the integration of structured reflection and peer dialogue into construction education to support experiential learning in courses with cooperative education (co-op) components. The instructional intervention was implemented in two course sections and consisted of five structured reflection activities aligned with course topics, followed by guided peer discussions. Students were asked to connect their co-op experiences to classroom concepts and share insights in a facilitated learning environment. Student feedback and instructor observations were used to assess engagement with the intervention. Observed outcomes suggest that structured reflection supported students in articulating and interpreting their workplace experiences, while peer dialogue expanded learning by exposing students to diverse project contexts and practices. Engagement with both activities appeared to deepen over time as students became more familiar with the reflective process. This case provides a replicable instructional approach for integrating experiential learning into construction and engineering education. The findings offer practical insights for designing reflection-based learning activities that strengthen the connection between academic content and professional practice.