BIM collaboration in student architectural technologist learning

Abstract

Purpose

This paper is the result of a qualitative case study which investigated the influence of building information modelling (BIM) collaboration on the learning of student architectural technologists based on a studio group project. The purpose of this paper is to disseminate knowledge gained into a new learning environment facilitated by the collaborative properties of a BIM application.

Design/methodology/approach

A qualitative case study approach has been used to undertake the examination of the learners' experiences during the project. This approach allowed the author to map the complex interaction between the participants during the stages of the collaborative design project.

Findings

This paper provides evidence of a new learning environment created in the studio setting. This learning is facilitated by the creation of a single digital building model by a student group and then worked on by the group simultaneously using the applications collaboration toolset.

Research limitations/implications

The research was carried out on one group consisting of six student architectural technologists working with one practising architect over a 12 week period. The author was the single observer to the project.

Practical implications

This paper will support higher education institutions proposing to introduce collaborative BIM applications into a built environment curriculum and may also act as a catalyst to encourage educators to adopt a similar approach to teaching in a range of other professions.

Originality/value

This paper identifies a potential for higher level learning facilitated by collaborative BIM technologies and methodologies. It also supports the need in higher education to provide for transition from theory to workplace practice.

Citation

Mathews, M. (2013), "BIM collaboration in student architectural technologist learning", Journal of Engineering, Design and Technology, Vol. 11 No. 2, pp. 190-206. https://doi.org/10.1108/JEDT-10-2011-0067