Abstract
Purpose – Building Information Modelling (BIM) education promises new and exciting opportunities for more integrated learning experiences, multidisciplinary collaboration and greater synthesis between
the learning environment and real-world projects. This paper aims to report the findings of a systematic review of the BIM education literature aimed at understanding the current state of the art of BIM-enabled education.
Design/Methodology/Approach – The systematic review methodology adopted borrows from the approach developed and widely deployed in evidence-based practice within the medical research field.
Findings – A total of 330 relevant articles were identified and analysed. Reported instances of BIM-enabled education were identified and analysed. It was found that these can be categorised into two groups: BIM as a learning tool and BIM as a learning environment.
Research Limitations/Implications – This review was limited to the academic literature published in English from 2007 until January 2018.
Practical Implications – BIM as a learning environment represents a new paradigm for AEC education, which emphasises integration, multidisciplinary collaboration, simulation, real life scenarios and application of learning concepts.
Originality/Value – The concept of BIM as a learning environment requires further elaboration, after which it can be used to enhance AEC education.
the learning environment and real-world projects. This paper aims to report the findings of a systematic review of the BIM education literature aimed at understanding the current state of the art of BIM-enabled education.
Design/Methodology/Approach – The systematic review methodology adopted borrows from the approach developed and widely deployed in evidence-based practice within the medical research field.
Findings – A total of 330 relevant articles were identified and analysed. Reported instances of BIM-enabled education were identified and analysed. It was found that these can be categorised into two groups: BIM as a learning tool and BIM as a learning environment.
Research Limitations/Implications – This review was limited to the academic literature published in English from 2007 until January 2018.
Practical Implications – BIM as a learning environment represents a new paradigm for AEC education, which emphasises integration, multidisciplinary collaboration, simulation, real life scenarios and application of learning concepts.
Originality/Value – The concept of BIM as a learning environment requires further elaboration, after which it can be used to enhance AEC education.
| Original language | English |
|---|---|
| Title of host publication | 10th Nordic Conference on Construction Economics and Organization |
| Publisher | Emerald |
| Pages | 261-269 |
| Number of pages | 10 |
| ISBN (Electronic) | 978-1-83867-051-1 |
| DOIs | |
| Publication status | Published - 1 May 2019 |
| Publication type | A4 Article in conference proceedings |
| Event | Nordic Conference on Construction Economics and Organization - Duration: 1 Jan 1900 → … |
Publication series
| Name | Emerald Reach Proceedings Series |
|---|---|
| ISSN (Print) | 2516-2853 |
Conference
| Conference | Nordic Conference on Construction Economics and Organization |
|---|---|
| Period | 1/01/00 → … |
Publication forum classification
- Publication forum level 0