Obi, L I; Omotayo, T; Ekundayo, D and Oyetunji, A K (2024) Enhancing BIM competencies of built environment undergraduates students using a problem-based learning and network analysis approach. Smart and Sustainable Built Environment, 13(1), pp. 217-238. ISSN 2046-6099
Abstract
Purpose: 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. Design/methodology/approach: 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. Findings: 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. Originality/value: 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.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | building information modelling; built environment undergraduate students; problem-based learning; sparse network analysis |
| Index terms: | module, built environment, project performance, knowledge acquisition, pedagogy, undergraduate, problem-based learning, case study, becoming, network analysis, building information modelling, higher education, methodology, competence, collaboration, digital technology, strategy |
| Subjects: | research methods, management, architectural elements, project management theory and practice, personnel development, teaching methods, educational institutions, student development, information systems, infrastructure and transport systems, philosophical process, data collection methods, computing systems, data analysis and analytics, curriculum development |
| Topics: | Business Strategy, Research Practice, Project Management, Design Practice, Digital Applications, Urban Studies, Human Resources, Education, Organizational Design |
| Descriptive scope: | 5 PCTEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here