Wang, L, Huang, M, Zhang, X et al. (5 more authors) (2022) Incorporating BIM into the upper-division curriculum of construction engineering and management. European Journal of Engineering Education, 48 (3). pp. 482-501. ISSN 0304-3797
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), |
Keywords: | Building information modeling (BIM); BIM education; construction engineering and management; teaching and learning; digital construction; researchinformed teaching |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Engineering & Physical Sciences (Leeds) > SWJTU Joint School (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 12 Aug 2022 13:10 |
Last Modified: | 08 Nov 2023 16:07 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/03043797.2022.2112150 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:189902 |
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