Developing a BIM Modeling Instructional Model Based on Flipped Classroom and Collaborative Learning for Architectural Engineering Students
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| Title: | Developing a BIM Modeling Instructional Model Based on Flipped Classroom and Collaborative Learning for Architectural Engineering Students |
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| Language: | English |
| Authors: | Xinlei Song, Julamas Jansrisukot |
| Source: | World Journal of Education. 2025 15(4):k73-k90. |
| Availability: | Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: https://www.sciedu.ca/journal/index.php/wje/index/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Teaching Models, Higher Education, Engineering Education, Architecture, Material Development, Questionnaires, Likert Scales, Semi Structured Interviews, Lesson Plans, Flipped Classroom, Cooperative Learning, Content Validity |
| Geographic Terms: | China |
| ISSN: | 1925-0746 1925-0754 |
| Abstract: | This study aims to present a process for developing and validating of a BIM modeling instructional model by using expert judgment and a pilot study. This article showed the results of two phases. Phase one, questionnaires (n=95) and semi-structured interviews (n=15) were used to identify instructional problems and learning preferences. The results of phase one and review literatures were used to develop the instructional model. Results from the survey indicated strong student preferences for pre-class learning materials, collaborative tasks, and real-world project integration. Phase two, a BIM modeling instructional model integrating flipped classroom and collaborative learning approaches was developed to enhance the modeling skills of Chinese architectural engineering students. The model included principles, objectives, learning steps, teacher and student roles, and assessment methods. Expert validation (N=5) using a 5-point Likert scale showed high to highest level of all six components as 4.24,4.36,4.64,4.44,4.24,4.30 respectively. The teaching steps includes 5 steps aligned with pre-class self-learning, in-class team-based modeling tasks, and continuous formative assessment. Seven lesson plans based on this framework were developed and validated by five experts. Five experts evaluated the lesson plans using the established criteria and consistently rated them at the high to highest levels. Then 45 students were recruited to conduct the pilot study to consider the model feasibility. Students showed a positive attitude towards learning. Content, activities, assessment methods, tools in each lessons were revised to align with students' feedback and identifying recurring issues. These findings provide a pedagogically sound framework for enhancing BIM modeling competence in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497591 |
| Database: | ERIC |
| Abstract: | This study aims to present a process for developing and validating of a BIM modeling instructional model by using expert judgment and a pilot study. This article showed the results of two phases. Phase one, questionnaires (n=95) and semi-structured interviews (n=15) were used to identify instructional problems and learning preferences. The results of phase one and review literatures were used to develop the instructional model. Results from the survey indicated strong student preferences for pre-class learning materials, collaborative tasks, and real-world project integration. Phase two, a BIM modeling instructional model integrating flipped classroom and collaborative learning approaches was developed to enhance the modeling skills of Chinese architectural engineering students. The model included principles, objectives, learning steps, teacher and student roles, and assessment methods. Expert validation (N=5) using a 5-point Likert scale showed high to highest level of all six components as 4.24,4.36,4.64,4.44,4.24,4.30 respectively. The teaching steps includes 5 steps aligned with pre-class self-learning, in-class team-based modeling tasks, and continuous formative assessment. Seven lesson plans based on this framework were developed and validated by five experts. Five experts evaluated the lesson plans using the established criteria and consistently rated them at the high to highest levels. Then 45 students were recruited to conduct the pilot study to consider the model feasibility. Students showed a positive attitude towards learning. Content, activities, assessment methods, tools in each lessons were revised to align with students' feedback and identifying recurring issues. These findings provide a pedagogically sound framework for enhancing BIM modeling competence in higher education. |
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| ISSN: | 1925-0746 1925-0754 |
