Enhancing the non-technological skills required for effective building information modeling through problem-based learning
Building Information Modeling (BIM) is often associated with the use of new and emerging technologies, but prior research has indicated that non-technological, people- and process-related, issues can hinder the success of BIM even more than the technology itself. Previous work also suggests that ana...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
International Council for Research and Innovation in Building and Construction
2019
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| Subjects: | |
| Online Access: | http://umpir.ump.edu.my/id/eprint/26075/1/Enhancing%20the%20non-technological%20skills%20required%20for%20effective.pdf http://umpir.ump.edu.my/id/eprint/26075/ http://www.itcon.org/2019/9 |
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| Summary: | Building Information Modeling (BIM) is often associated with the use of new and emerging technologies, but prior research has indicated that non-technological, people- and process-related, issues can hinder the success of BIM even more than the technology itself. Previous work also suggests that analytical and problem-solving, communication, initiative, planning and organizational, and teamwork competencies among construction professionals can help to resolve the most common BIM issues in construction projects. This indicates a new and complementary set of BIM skills that may need to be targeted by educators when preparing students for successful future careers. Previous literature from non-BIM domains suggests that problem-based learning can enhance these types of skills, but there is not an understanding of the extent to which this mode of education can benefit BIM-specific applications. This study aims to analyze the impact of implementing a single-session problem-based learning module that targets the previously identified skills in BIM-relevant contexts. It was found that problem-based learning enabled students to generate better outputs related to solving common issues in BIM-based construction projects. Furthermore, students perceived improvements in their analytical and problem-solving, teamwork, and communications skills after completing the activity. This study adds to the body of knowledge by providing educators with empirical evidence to illustrate how problem-based learning can support BIM education. The lessons from this study could help educators target these same learning benefits in future studies. |
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