Jin, R; Guo, B; Adamu, Z; Kangwa, J and Navpreet, C (2021) A critical analysis of collaborative and disruptive digital-driven built environment education. In: Scott, L and Neilson, C J (eds.) Proceedings of 37th Annual ARCOM Conference, 6-7 September 2021, Online Event, UK.
Abstract
The Covid-19 pandemic has driven the teaching and learning provisions more towards virtual platforms, exposing lack of resilience and technology preparedness. This study aims to provide a critical appraisal of existing pedagogical studies on built environment (e.g., Building Information Modelling or BIM) challenging the opportunism and agency theories in response towards remote education provision provoked by the pandemic. The study consists of critical review of two literature samples, namely how the education sector as a whole has been responding to the pandemic, and the digitalisation-based pedagogy in built environment especially how the pedagogy addresses the pandemic. The review of the second literature sample evaluates longitudinally how BIM-based built environment education had evolved. A conceptual framework incorporating multiple factors from the review of the two literature samples is finally proposed. These factors include educational theories (e.g., Bloom’s Taxonomy), curriculum development addressing assessment, student experience, collaborative learning, delivery approaches, and teaching methods. This review-based study not only provides an overview of the digital built environment pedagogical work in higher education, but also contests the opportunism response to remote or blended learning and how the post-pandemic era could embrace the remote delivery-platforms to engender a variety of pedagogical principles, for example, cross-disciplinary team-based information sharing, experiential learning, and project-based learning. The findings of this study represent a barometer and roadmap for measuring the resilience of higher education and built environment programmes towards pandemic and technological disruptions
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | pedagogy; digitalisation; pandemic; digital built environment; remote education |
| Index terms: | higher education, programme, student experience, digital built environment, platform, digitalization, opportunism, building information modelling, pandemic, experiential learning, COVID-19, curriculum development, agency, appraisal, conceptual framework, taxonomy, built environment education, project-based learning, information sharing, built environment, collaborative learning, teaching method, pedagogy |
| Subjects: | digital technology, data analysis and analytics, curriculum development, business, learning methods, computing systems, sociology, educational institutions, project controls, student development, information systems, infrastructure and transport systems, data exchange, health risk and incident analysis, theoretical framing, factor and component analysis, professional development, digital design, teaching methods |
| Topics: | Research Practice, Health and Safety, Urban Studies, Digital Applications, Education, Time Control, Organizational Design |
| Descriptive scope: | 4 PCTA |
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