A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach
https://orcid.org/0000-0003-0325-0091
https://orcid.org/0000-0001-5280-3946
https://orcid.org/0000-0003-1650-3721
https://orcid.org/0000-0002-5396-4722
Building information modelling (BIM) is an innovative, collaborative process underpinned by digital technologies introduced to improve project performance in the architecture, engineering and construction (AEC). Growth in industry demands has necessitated BIM inclusion into the higher education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring built environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and subsequent development of the skill set required for its application remains overwhelming for students. In mitigating this challenge, adopting appropriate learner-centred strategies has been advocated. Problem-based learning (PBL) is becoming a widespread strategy to address concerns associated with authentic practices.
This paper evaluates the impact of the PBL strategy on students' accelerated learning of BIM based on a case study of 53 undergraduate students in a BIM module. The network analysis and centrality measures were employed in understudying the most applicable BIM skills.
From the analyses, PBL benefits students' knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary), equipping them with capabilities to become BIM competent and workplace ready for the AEC industry.
The BIM pedagogy evolves, and new skillsets emerge. Analytical, communications and collaboration skills remain sacrosanct to delivering BIM modules. These skills mentioned above are essential in getting undergraduate students ready to apply BIM in the AEC sector.
Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach
https://orcid.org/0000-0003-0325-0091
https://orcid.org/0000-0001-5280-3946
https://orcid.org/0000-0003-1650-3721
https://orcid.org/0000-0002-5396-4722
Building information modelling (BIM) is an innovative, collaborative process underpinned by digital technologies introduced to improve project performance in the architecture, engineering and construction (AEC). Growth in industry demands has necessitated BIM inclusion into the higher education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring built environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and subsequent development of the skill set required for its application remains overwhelming for students. In mitigating this challenge, adopting appropriate learner-centred strategies has been advocated. Problem-based learning (PBL) is becoming a widespread strategy to address concerns associated with authentic practices.
This paper evaluates the impact of the PBL strategy on students' accelerated learning of BIM based on a case study of 53 undergraduate students in a BIM module. The network analysis and centrality measures were employed in understudying the most applicable BIM skills.
From the analyses, PBL benefits students' knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary), equipping them with capabilities to become BIM competent and workplace ready for the AEC industry.
The BIM pedagogy evolves, and new skillsets emerge. Analytical, communications and collaboration skills remain sacrosanct to delivering BIM modules. These skills mentioned above are essential in getting undergraduate students ready to apply BIM in the AEC sector.
Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach
https://orcid.org/0000-0003-0325-0091
https://orcid.org/0000-0001-5280-3946
https://orcid.org/0000-0003-1650-3721
https://orcid.org/0000-0002-5396-4722
Building information modelling (BIM) is an innovative, collaborative process underpinned by digital technologies introduced to improve project performance in the architecture, engineering and construction (AEC). Growth in industry demands has necessitated BIM inclusion into the higher education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring built environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and subsequent development of the skill set required for its application remains overwhelming for students. In mitigating this challenge, adopting appropriate learner-centred strategies has been advocated. Problem-based learning (PBL) is becoming a widespread strategy to address concerns associated with authentic practices.
This paper evaluates the impact of the PBL strategy on students' accelerated learning of BIM based on a case study of 53 undergraduate students in a BIM module. The network analysis and centrality measures were employed in understudying the most applicable BIM skills.
From the analyses, PBL benefits students' knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary), equipping them with capabilities to become BIM competent and workplace ready for the AEC industry.
The BIM pedagogy evolves, and new skillsets emerge. Analytical, communications and collaboration skills remain sacrosanct to delivering BIM modules. These skills mentioned above are essential in getting undergraduate students ready to apply BIM in the AEC sector.
Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach
BIM competencies
Obi, Lovelin Ifeoma (author) / Omotayo, Temitope (author) / Ekundayo, Damilola (author) / Oyetunji, Abiodun Kolawole (author)
Smart and Sustainable Built Environment ; 13 ; 217-238
2024-01-02
22 pages
Article (Journal)
Electronic Resource
English
Re-evaluating the placement experience of built environment undergraduates
| British Library Conference Proceedings | 2009
Fostering Professional Competencies in Engineering Undergraduates with EPS@ISEP
| BASE | 2019
Male and female mental health differences in built environment undergraduates
| Taylor & Francis Verlag | 2020
| Emerald Group Publishing | 2024