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Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education

Autor(en):


Medium: Fachartikel
Sprache(n): Englisch
Veröffentlicht in: Engineering, Construction and Architectural Management, , n. 7, v. 26
Seite(n): 1437-1454
DOI: 10.1108/ecam-08-2018-0321
Abstrakt:

Purpose

The purpose of this paper is to improve students’ problem-solving skills in civil engineering and construction management education.

Design/methodology/approach

The design includes structured role-playing as a pedagogical method in 21 project teams with a total of 82 undergraduate students at Chang’an University, China, in a nine-week Building Information Modeling (BIM) capstone course. The methodology is a teaching–learning experiment in a civil engineering education program with a detailed description of the empirical case and assessment instruments. The approach is to train project execution planning in a capstone course by role-playing with a real-world project using the procedures of the BIM Project Execution Planning Guide (PEPG) and process mapping.

Findings

The study finds that students can significantly improve their problem-solving skills through planning and role-specific communication during projects.

Research limitations/implications

The research sample needs to be expanded from senior-level undergraduate students to consider the different backgrounds and motivations of students.

Practical implications

This pedagogy is helpful to educators who are interested in group learning with a real-world project; the procedures of BIM PEPG; self-chosen responsibilities within a capstone course time framework; raising the awareness of the importance of planning; information exchange; and team cooperation.

Originality/value

This paper fulfills an identified need to study how role-playing in information and technology rich environments can be structured.

Structurae kann Ihnen derzeit diese Veröffentlichung nicht im Volltext zur Verfügung stellen. Der Volltext ist beim Verlag erhältlich über die DOI: 10.1108/ecam-08-2018-0321.
  • Über diese
    Datenseite
  • Reference-ID
    10576746
  • Veröffentlicht am:
    26.02.2021
  • Geändert am:
    26.04.2021
 
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