An Integrated BIM and Cost Estimating Blended Learning Model – Acceptance Differences Between Experts and Novice

Abstract

"Building information technology" and "cost estimating" are two core skills of construction education. However, in traditional education, students learn these two important subjects in separate courses. This study proposes a blended learning environment which can provide students with support for their face-to-face learning activities in the classroom and also give them the opportunity of "learning by doing" through their practice with online construction projects in the web-based BIM (building information modeling) & cost estimating system. Then the TAM3 (Technology Acceptance Model 3) theory was used to compare the expert and novice students' acceptance of this blended learning model. Finally, the path analysis method was used to verify the research hypotheses developed in this study based on the TAM3 method and then further explore the cause-effect among the TAM3 variables in these hypotheses. Our result found that the blended learning environment developed in this study was generally accepted by all the participating students and it could also enhance the students' acceptance of the blending learning strategy that combines classroom-based education and on-line learning. Even though there are significant differences between novices and experts in certain variables as found in this study, students can still achieve desirable learning results through repeated and continuous practice and learn how to solve problems through "learning by doing" and discussions with their peers inside and outside the classroom. As a consequence, they will have better learning results in the end.

BIM: a technology acceptance model in Peru

“…That is the case of China, were PU happened to be a primary determinant as well (Xu, Feng & Li, 2014). This is similar to the results obtained by Wu et al (2016), where experts had high levels of PU that influence high levels of BI as well. The same author also stated no significant connection between PEOU and BI for both cases, experts and novices.…”

“…However, Xu, Feng & Li (2014) states PEOU has an important effect as well, different to our findings. It's important to highlight that Xu, Feng & Li (2014) based their results on participants with considerable expertise on the BIM use, whine Wu et al (2016) ran a study with novice and experts at the construction field in general.…”

Science of Complex Systems and Citizenship Skills: A Pilot Study with Adult Citizens

“…This attitude contrasts with the richness of experts' discourses in which they display an acquisition of content knowledge which is organized in harmonious ways, through the overall epistemological perspective and the personal evaluation of the text in general, reflecting a deep understanding of the topic. This difference we observed is consistent with research on expert and novice differences in general (Chi, Glaser, & Farr, 1988;Larkin, McDermott, Simon, & Simon, 1980;NRC, 2000;Wu, Wen, Chen & Hsu, 2016) and about science of complex systems in particular (Hmelo-Silver & Pfeffer, 2004;Jacobson, 2000aJacobson, , 2000bJacobson, , 2001Jacobson & Wilensky, 2006).…”

A review of tertiary BIM education for advanced engineering communication with visualization

“…This course was distinctive in its own way by permitting students to get hands-on experiences in areas of both C&FM industries and by providing students with access to foundational BIM knowledge, BIM itself, scheduling and estimating. Most recently, Wu et al (2016) from China University of Technology, Taiwan have proposed a blended learning environment that can provide students the opportunity of "learning by doing" through practice with online construction projects using web-based BIM & cost estimating systems. Furthermore, they used TAM3 (Technology Acceptance Model 3) theory to compare acceptance between expert and novice students on this blended learning model.…”