ABSTRACT
Pandemics, such as Covid-19 virus spread fast with significant impact on people and the economy. The construction industry with productivity stagnation of over two decades is not excluded from this significant impact or restrictions that determine the present way of life. These restrictions (e.g., government shutdowns, social distancing, and face mask requirement) impede several construction processes resulting in scheduling restrictions, increased work-related hazards, and developing challenges helping to sabotage existing labor force shortage issues. Consequently, researchers and practitioners have focused on low-risk activities, staggered schedules, etc. However, there is a need to appraise the impact of Covid-19 on construction labor force while making a case for construction automation. In this study, the authors utilized a state of practice review of Covid-19-related developments (i.e., disruptions, standards, and regulatory practices) within construction, along with qualitative and quantitative approach among twelve professionals. The study identified productivity, safety, and quality concerns affecting the construction workforce before proposing a workflow for increased automation within the industry to deal with the present and future pandemics. The findings demonstrate the need and emphasize the importance of embracing automation for construction processes in phases that can improve labor force issues and performance metrics to change the path for lingering concerns in construction. © 2022 ASCE.
ABSTRACT
Many college students had to switch to remote learning during the COVID-19 pandemic. Analyzing their workload and productivity after this major change is helpful to improve remote learning and teaching under these circumstances;however, there is limited quantitative evidence. Therefore, this study aims to quantitatively explore the impact of remote learning on college students' workload and productivity in the US during the pandemic. Within this issue, this research also asseses the impact of assistantships (i.e., students get paid for research, teaching, or other work) on students' workload and productivity, which has not been examined in remote learning during the pandemic. An online survey was developed and distributed, with 48 valid responses received. Descriptive analysis showed that total workload and overall productivity in remote learning were decreased, and students with assistantships had a higher total workload and higher productivity than those of students without assistantships. T-Test indicated that the overall productivity in remote learning was reduced, with the most significant decrease in lecture attendance. Specifically, no significant difference in total workload between face-To-face and remote learning was detected, while significant differences in total workload and overall productivity between students with and without assistantships were identified. Further exploration of participants' comments suggested the folloiwng major reasons for decreased productivity, including inadequate learning location, distraction, lack of self-motivation, and technology and connectivity issues. This study can help students and instructors better arrange study contents to improve remote learning productivity and further reduce the negative impact of the pandemic on education activities. © 2022 ASCE.
ABSTRACT
Site visits or field trips have been a tool utilized by construction engineering and management educators to engage students in active learning, assist traditional lessons, and attain stronger and deeper student learning experiences. Nevertheless, site visits present major logistical and accessibility challenges, which reduces the number of students that have access to the benefits of such a technique. The limitations for site visits have further broadened recently, as COVID-19 public health concerns has forced educators to move to online course delivery quickly and the majority of site visits have been canceled. This study presents the development of VR-OnSite-a web-based virtual environment that offers a social field trip experience for large groups of students that resembles real-world jobsite conditions. A pilot study was conducted with sixteen students that followed a guided site visit within the context of a railway transportation project. The use of VR-OnSite resulted in statistically significant increase in student perceived knowledge in railway transportation and high engagement during the virtual site visit. © 2022 ASCE.