BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

Cascante, Íñigo León; Aranburu, Maialen Sagarna; Martín, Fernando Mora; Zubizarreta, Juan Pedro Otaduy

doi:10.3390/su13094746

Cited by 20 publications

(16 citation statements)

References 37 publications

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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%

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

et al. 2021

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The COVID-19 pandemic caught societies worldwide unprepared in 2020. In Austria, after a lockdown was decreed on 16 March 2020, educational institutions had to switch to a patched-up distance learning approach, which has been largely maintained to date. This article delivers empirical insights from an interdisciplinary mixed-methods research study that investigated university students’ perceptions of and experiences with distance learning as well as their educational (home) spaces during the pandemic in Innsbruck, Austria. It combines results from a quantitative survey conducted with 2742 students in early 2021 with a qualitative multi-method and longitudinal research study that accompanied 98 students throughout four data-collection phases in 2020. Results show a significant improvement since spring 2020 with both teachers and learners adjusting to the distance learning formats and the use of digital tools, yet students urgently desired a return to face-to-face teaching and university life, particularly for its social benefits. Strikingly, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. Based on the perspectives of students, it is appropriate to demand significant changes in post-pandemic education adapted to the era of the post-digital, for which this article gives short-term as well as medium-term recommendations.

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Section: Effects Of the Covid-19 Pandemic On The Spatiality Of University Students' Education And Learningmentioning

confidence: 99%

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

et al. 2021

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“…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%

“…Milovanovi c et al (2020) illustrated how current pandemic challenges can be transformed into learning potential by a case study. Several other studies have described this viewpoint in architectural curricula(Ibrahim et al, 2021;Dennis, 2021) Leon et al (2021). explored improvement options in specific areas, such as BIM, whereas other scholars investigated this within the concept of case studies(Peimani and Kamalipour, 2021a;Xi and Cong, 2022).…”

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Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

Metinal

Ayalp²

2022

OHI

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PurposeThe impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.Design/methodology/approachSystematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.FindingsThe challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.Research limitations/implicationsThe study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.Originality/valueThis paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

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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%

Defining a BIM-Enabled Learning Environment—An Adaptive Structuration Theory Perspective

et al. 2022

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Digitalization of the AEC-FM industry has resulted in the reassessment of knowledge, knowledge management, teaching and learning, workflows and networks, roles, and relevance. Consequently, new approaches to teaching and learning to meet the demands of new jobs and abilities, new channels of communication, and a new awareness are required. Building Information Modelling (BIM) offers opportunities to address some of the current challenges through BIM-enabled education and training. This research defines the requisite characteristics of a BIM-enabled Learning Environment (BLE)—a web-based platform that facilitates BIM-enabled education and training—in order to develop a prototype version of the BLE. Using a mixed-methods research design and an Adaptive Structuration Theory (AST) perspective for interpreting the findings, 33 features and 5 distinct intentions behind those features were identified. These findings are valuable in taking forward the development of the BLE as they suggest a BLE requires the integration of functions from three existing types of information technology application (virtual learning environments, virtual collaboration platforms, and BIM applications). This study will inform the design of a web-based BLE for enhanced AEC-FM education and training, and it also provides a starting point for researchers to apply AST to evaluate the use of a BLE in different educational and training contexts.

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BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

Cited by 20 publications

References 37 publications

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

Defining a BIM-Enabled Learning Environment—An Adaptive Structuration Theory Perspective

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