Building information modeling-enhanced team-based learning in construction education

Zhao, Dong; Sands, Kenneth S.; Wang, Zhulin; Ye, Yincheng

doi:10.1109/ithet.2013.6670999

Cited by 9 publications

(4 citation statements)

References 4 publications

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“…In the opinion of Wijnia et al (2016) and many others, students’ involvement in collective team learning activities is crucial to the development of the necessary knowledge, skills and competencies. Zhao et al (2013) referred to this as BIM-enhanced team-based learning, an approach considered capable of meeting future needs and industry’s expectations of new construction graduates. In other words, the incorporation of BIM into construction education is expected to improve collaboration and multidisciplinary working in the industry.…”

Section: Collaborative Multidisciplinary Team Educationmentioning

confidence: 99%

Collaborative multidisciplinary learning: Quantity surveying students’ perspectives

Ekundayo

Shelbourn

Babatunde

2020

Industry and Higher Education

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The construction industry is highly fragmented and is known for its adversarial culture, culminating in poor quality projects not completed on time or within budget. The aim of this study is thus to guide the design of quantity surveying (QS) programme curricula in order to help students develop the requisite knowledge and skills to work more collaboratively in their multidisciplinary future workplaces. A qualitative approach was considered appropriate as the authors were concerned with gathering an initial understanding of what students think of multidisciplinary learning. The data collection method used was a questionnaire developed by the Behaviours4Collaboration (B4C) team. Knowledge gaps were still found across all the key areas in which a future QS practitioner needs to be collaborative (either as a Project Contributor or as a Project Leader), despite the need for change instigated by the multidisciplinary revolution in building information modelling (BIM) education. The study concludes that universities will need to be selective in teaching, and innovative in reorienting, QS education so that a collaborative BIM education can be effected in stages, increasing in complexity as the students’ technical knowledge grows. This will help students to build the competencies needed to make them future leaders. It will also support programme currency and delivery.

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Section: Collaborative Multidisciplinary Team Educationmentioning

confidence: 99%

Collaborative multidisciplinary learning: Quantity surveying students’ perspectives

Ekundayo

Shelbourn

Babatunde

2020

Industry and Higher Education

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“…Findings suggest that soft skills competitiveness like collaboration weighs higher for construction graduates than hard technical skills, like BIM, in a construction employer's perspective. This observation was also supported by interviews and discussion with construction companies during a career fair at Virginia Tech in 2013 (Zhao, Sands, Wang, & Ye, 2013 generally what type of students that they desire from undergraduate construction programs, construction companies' answers concentrated on innovative, self-motivated students with collaborative abilities within a team-based environment.…”

Section: Industry's New Expectationsmentioning

confidence: 78%

“…Table 2 summarizes course information from these programs, which the researchers captured directly from each institution's website. The information reflects components outside of ACCE's construction education requirements, which responds to reported industry changes (Zhao et al, 2013) and course offerings needed in order to satisfy evolving requirements of the industry.…”

Section: Responses From Construction Educationmentioning

confidence: 99%

Building Collaborative Construction Skills through BIM-integrated Learning Environment

Zhao

McCoy

Bulbul

et al. 2015

International Journal of Construction Education and Research

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The integration of technology and team collaboration is increasingly becoming a critical juncture in construction education of the work environment. Through literature review and interviews, the authors find that students equipped with knowledge of BIM technology is not the ultimate goal, while the collaborative process of using BIM to solve practical construction problems emerges as key to individuals entering the industry. However, a majority of BIM-relevant courses have been taught as technology training without the context of a collaborative learning environment, while the industry values training in collaboration as a paramount skill in possible employees. To fill this gap, the authors assume that the collaborative construction skills can be obtained through training in higher education of construction. This work applies a case study analysis of one of Virginia Tech's Department of Building Construction courses, the Integrated Construction Studio (ICS), to demonstrate how the BIM process help students to build their collaboration skills in 4Cs: Common goals, Communication,Coordination, and Cooperation. This work then uses a survey analysis to validate the assumptions, and results from statistical analysis reinforce findings from the case study and also suggest some noteworthy observations for the educational integration of technology and collaboration in the industry.

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“…The interaction is critical for construction engineering students for building their collaborative skills and abilities of common goals, communication, coordination, and cooperation (4Cs). The collaborative process to solve practical engineering problems becomes key to students when entering the industry [1,2]. Therefore, extant studies have investigated the impact of social ties and structural network position on academic performance and find that social ties are positively associated with academic performance.…”

Section: Introductionmentioning

confidence: 99%

Measuring Students’ Class-level Sense of Belonging: A Social-network-based Approach

Zhao

Simmons

Duva

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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where he earned his PhD. His research focuses on the computational integration of human information into construction work and training systems. He has authored more than 50 peer-reviewed papers and serves as a member of several national committees and an editor or reviewer for many international journals and conferences. Some of his honors include receiving the Best Journal Paper Award from the American Society of Civil Engineers (ASCE).

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Building information modeling-enhanced team-based learning in construction education

Cited by 9 publications

References 4 publications

Collaborative multidisciplinary learning: Quantity surveying students’ perspectives

Collaborative multidisciplinary learning: Quantity surveying students’ perspectives

Building Collaborative Construction Skills through BIM-integrated Learning Environment

Measuring Students’ Class-level Sense of Belonging: A Social-network-based Approach

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