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Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study

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  • Conrad Boton

    (Department of Construction Engineering, École de Technologie Supérieure, Montreal, QC H3C 1K3, Canada)

Abstract

This article reports on a Building information modeling (BIM) distance learning experience in a pandemic context. Based on a description of the experience and a survey completed by the learners at the end of the course, the article presents and discusses various aspects of the training, including the overall satisfaction of the learners, their evaluation of the technical aspects and the practical work, as well as the proposals made to improve the course. The analysis shows that some elements of the teaching functioned well, while others were rated as being less satisfactory by the students. More specifically, the learners highlighted the need to find ways and means to improve the level of interaction, which is reduced by online education. The use of video clips as a support for practical work was recognized as being effective, but it seems useful also to resort to the use of collaborative platforms dedicated to the construction industry. A critical aspect is the remote access to computer labs with computers where the taught software is installed, as not all of the learners will always have the option of having it on their personal computers. Although the results of the experiment are difficult to generalize due to its particular context, they identify interesting avenues for improvement while paving the way to unique opportunities for the use of active pedagogy principles in BIM education.

Suggested Citation

  • Conrad Boton, 2020. "Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:20:p:8665-:d:431242
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    References listed on IDEAS

    as
    1. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    2. Kakehi, Munenori & Yamada, Tetsuo & Watanabe, Ichie, 2009. "PLM education in production design and engineering by e-Learning," International Journal of Production Economics, Elsevier, vol. 122(1), pages 479-484, November.
    3. Meng-Han Tsai & Kuan-Lin Chen & Yu-Lien Chang, 2019. "Development of a Project-Based Online Course for BIM Learning," Sustainability, MDPI, vol. 11(20), pages 1-18, October.
    4. Stuart Green & Scott Fernie & Stephanie Weller, 2005. "Making sense of supply chain management: a comparative study of aerospace and construction," Construction Management and Economics, Taylor & Francis Journals, vol. 23(6), pages 579-593.
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    Cited by:

    1. Iñigo Leon & Maialen Sagarna & Fernando Mora & Juan Pedro Otaduy, 2021. "BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19," Sustainability, MDPI, vol. 13(9), pages 1-29, April.
    2. Marin Bedoiseau & David Martin & Conrad Boton, 2022. "Use of KROQI as a Level-2 Common Data Environment in the French Construction Industry," Sustainability, MDPI, vol. 14(16), pages 1-15, August.
    3. Triana Aguirre & Leire Aperribai & Lorea Cortabarría & Emilio Verche & África Borges, 2022. "Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study," Sustainability, MDPI, vol. 14(8), pages 1-9, April.

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