Traditional teacher-led methods in higher education such as the customary use of lectures can result in passive learning behaviour being adopted by students. Academic theorists consider alternative approaches that encourage active learning more desirable. This paper reports on the use of a simulated virtual project designed to introduce project-based learning into the classroom environment. Over a two-day duration, several pairs of second year undergraduate Architectural Technology students developed competing designs across multiple pre-determined work stages. Starting from an initial strategy briefing, students were able to rapidly progress through to a more developed design stage because of the use of BIM technology and processes. Data were collected from participants to measure perceptions of the various areas of learning and skills development that had occurred because of their participation in the virtual project. Findings indicate that students believe they had gained greater depth of subject understanding and developed a range of personal, inter-personal, self-management and initiative and delivery skills. The conclusion is that further introduction of project-based learning via simulation using virtual projects could be of high value across a range of built environment programmes taught across the higher education sector.
|Title of host publication||Building Information Modelling, Building Performance, Design and Smart Construction|
|Editors||Mohammad Dastbaz, Chris Gorse, Alice Moncaster|
|Place of Publication||Switzerland|
|Number of pages||14|
|Publication status||Published - 20 Apr 2017|