3.8 Article

Incorporating BIM into the upper-division curriculum of construction engineering and management

Journal

EUROPEAN JOURNAL OF ENGINEERING EDUCATION
Volume 48, Issue 3, Pages 482-501

Publisher

TAYLOR & FRANCIS LTD
DOI: 10.1080/03043797.2022.2112150

Keywords

Building information modeling (BIM); BIM education; construction engineering and management; teaching and learning; digital construction; research-informed teaching

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This pedagogical study demonstrates the application of Building Information Modelling (BIM) in the final semester project of construction engineering and management students. It examines students' perceptions of BIM and the project, and provides insights on linking education to practice. The study also explores the incorporation of educational theories into BIM education through the design of different project deliverables.
This pedagogical study aimed to demonstrate an updated Building Information Modelling (BIM) educational activity in CEM (i.e., construction engineering and management) students' final semester project. It investigated students' perceptions of BIM and the project. Student feedback provided insights for linking education to practice, for example, what caused differences between manual estimates and BIM-generated quantity take-off. Four different project deliverable options demonstrated how educational theories could be embedded in BIM education. The novelty of this study lies in two aspects: firstly, this pedagogical research views the CEM education at the curriculum level by linking earlier years' core CEM courses into the final project work; secondly, by designing four different options of BIM-related deliverables, subgroup analyses test how different factors, such as teamwork verse individual work, and BIM application level, could affect students' learning outcomes. The current study also led to more future explorations in research-informed teaching in the CEM curriculum.

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