2021
DOI: 10.3390/su13094746
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BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

Abstract: COVID-19 had a major impact on the 2030 Agenda for Sustainable Development, and it produced a crisis in Goal 4, which is aimed at ensuring quality education, among others. In this work, a university experience that aims to solve the challenges in this complicated context by means of BIM technology is presented. On the one hand, this study focuses on the development of teaching by means of active methodologies based on real projects through BIM models, using the latest information and communication technologies… Show more

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Cited by 20 publications
(16 citation statements)
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“…Furthermore, current research sheds light on the dimension of sustainability in the context of the pandemic. Studies on sustainability education [27,28] as well as on sustainable online learning and teaching [29][30][31] have highlighted challenges and possibilities for sustainable development in the context of the pandemic. Especially social distancing and temporary lockdowns are reported to have a significant impact on the everyday life and education of millions of students.…”
Section: Effects Of the Covid-19 Pandemic On The Spatiality Of University Students' Education And Learningmentioning
confidence: 99%
“…Furthermore, current research sheds light on the dimension of sustainability in the context of the pandemic. Studies on sustainability education [27,28] as well as on sustainable online learning and teaching [29][30][31] have highlighted challenges and possibilities for sustainable development in the context of the pandemic. Especially social distancing and temporary lockdowns are reported to have a significant impact on the everyday life and education of millions of students.…”
Section: Effects Of the Covid-19 Pandemic On The Spatiality Of University Students' Education And Learningmentioning
confidence: 99%
“…This situation has raised the interest of many researchers around the world, who have investigated it from various perspectives, such as exploring students' perception, satisfaction and evaluation of online learning (Peimani and Kamalipour, 2021b;Koh and Wong, 2021;Ceylan et al, 2021;Asadpour, 2021;Bakir and Alsaadani, 2022;Komarzy nska-Swie sciak et al, 2021;Alkhalil et al, 2021;Alnusairat et al, 2021;Elrawy and Abouelmagd, 2021); solving the challenges due to COVID-19 and proposing guidelines (Leon et al, 2021;G€ uler, 2022;Dennis, 2021); developing virtual reality (VR) approaches for education (Wu et al, 2021;Xi and Cong, 2022) and identifying facilitators and barriers for the adoption of online AE (Tandon et al, 2021). Most previous studies involved individual cases or a single country (e.g.…”
Section: Covid-19's Impact On Architectural Educationmentioning
confidence: 99%
“…, 2021; Alnusairat et al. , 2021; Elrawy and Abouelmagd, 2021); solving the challenges due to COVID-19 and proposing guidelines (Leon et al. , 2021; Güler, 2022; Dennis, 2021); developing virtual reality (VR) approaches for education (Wu et al.…”
Section: Introductionmentioning
confidence: 99%
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“…for modelling, viewing, simulating, scheduling, or data sharing (see [10][11][12][13][14][15][16]). Courses often begin by highlighting the benefits and barriers of BIM, including the reasons for BIM adoption in the AEC-FM industry (e.g., [17][18][19][20][21][22][23][24][25][26][27]) and the progress on BIM knowledge and authoring/manipulation skills (e.g., [28][29][30][31]).…”
Section: Introductionmentioning
confidence: 99%