Academic Journal
Using Building Information Modelling to initiate criticality to promote built environment student collaboration at the Nelson Mandela University
| Τίτλος: | Using Building Information Modelling to initiate criticality to promote built environment student collaboration at the Nelson Mandela University |
|---|---|
| Συγγραφείς: | Basson, Jean-Pierre |
| Στοιχεία εκδότη: | Nelson Mandela University Faculty of Engineering, the Built Environment, and Technology |
| Έτος έκδοσης: | 2024 |
| Συλλογή: | SEALS Digital Commons (South East Academic Libraries System, South Africa) |
| Θεματικοί όροι: | Building information modeling -- South Africa, Architectural design -- Computer simulation, Buildings -- Computer-aided design |
| Περιγραφή: | Architectural, engineering, and construction education is fragmented, and there is no collaboration between disciplines during an architectural design project in the design studio. There is a lack of co-creation of knowledge in an interdisciplinary collaborative environment where students use critical reasoning, self-reflection, and critical action, essential skills required to become 21st century global citizens. Therefore, students from the built environment are being prepared contrary to the highly collaborative nature of the industry they are entering upon graduation. The purpose of this study is thus to determine whether adopting a digital interdisciplinary collaborative Building Information Modelling (BIM) environment in which architectural design projects promote criticality in undergraduate exit-level students. A cohort comparison study was used as a method to collect qualitative data. The 2022 cohort used the traditional design process, whereas the 2023 cohort used the BIM process, which supported interdisciplinary collaboration. Both cohorts engaged in a project and student narrative self-reflection essay. Fourteen students from the 2022 and 2023 cohorts participated in the study. The work was analysed using three cycles of coding. The first cycle focused on linguistic acts, followed by the second cycle that looked for evidence of critical reasoning, self-reflection, and action. The third cycle was based on the Habersian validity claims of truth, comprehension, and sincerity. The work of both cohorts was analysed, and findings included the following: relationships; information; emotional reasoning, and digital environment. Based on the research findings, it can be concluded that the BIM process as teaching strategy promotes a higher level of criticality in students than the traditional design process. In conclusion, this research not only contributes to promoting criticality improvement in students but also enriches the existing body of knowledge relative to BIM adoption in AEC education. Moreover, it ... |
| Τύπος εγγράφου: | text |
| Περιγραφή αρχείου: | computer; online resource; application/pdf; 1 online resource (xxiv, 545 pages); pdf |
| Γλώσσα: | English |
| Relation: | https://hdl.handle.net/10948/64470; vital:73736; http://vital.seals.ac.za:8080/vital/access/manager/Repository/vital:73736 |
| Διαθεσιμότητα: | https://hdl.handle.net/10948/64470 http://vital.seals.ac.za:8080/vital/access/manager/Repository/vital:73736 |
| Rights: | Nelson Mandela University ; All Rights Reserved ; Open Access |
| Αριθμός Καταχώρησης: | edsbas.A0373BF4 |
| Βάση Δεδομένων: | BASE |
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