BIM-Based Learning Outcomes and Teaching Activities in Higher Education (PDF)

BIM-Based Learning Outcomes and Teaching and Learning Activities in Higher Education:...

BIM-Based Learning Outcomes and Teaching and Learning Activities in Higher Education: A Social Network Analysis Thu Anh Nguyen, Ph.D. 1; Thanh-Tan Le 2; Duc-Hoc Tran 3; Ruoyu Jin 4; Downloaded from ascelibrary.org by Natl Inst. Of Cons. Mgmt & Rsrch (nicmar) on 11/25/24. Copyright ASCE. For personal use only; all rights reserved. Navpreet Chohan 5; and Brian H. W. Guo 6 Abstract: Building information modeling (BIM) is becoming more widely used in higher education due to changing industry demands. As a digital representation of a facility’s characteristics, BIM promotes cost-effective facility planning, interdisciplinary collaboration, and sustainability initiatives. Additionally, it assists educational institutions in meeting the demands of the evolving architecture-engineering- construction (AEC) industry while preparing students for careers in these fields. This study employs social network analysis (SNA) to examine learning outcomes (LOs) and teaching and learning activities (TLAs) in BIM courses to address three research questions: (1) What are learning outcomes of a typical BIM course in the higher education? (2) What are teaching and learning activities of the BIM course? and (3) What are relationships between learning outcomes and teaching and learning activities in a typical BIM course? The findings point out a relationship matrix comprising 57 keywords aligned with LOs and 121 keywords associated with relevant TLAs, then ranking LOs and TLAs keywords based on experts’ feedback. These results shed light on the authentic relationships between LOs and TLAs within the framework of a BIM course. Besides, this study indicates the top LOs and TLAs keywords that BIM educators may refer to when creating a BIM course following their needs. DOI: 10.1061/JCEECD.EIENG-2011. © 2024 American Society of Civil Engineers. Author keywords: Building information modeling (BIM); BIM courses; Social network analysis (SNA); Teaching and learning activities (TLAs); Learning outcomes (LOs). Introduction instituting new standards like ISO 19650-1 [ISO19650-1 (ISO 2019)], within the realm of BIM, collectively present avenues of BIM, which has been increasingly adopted in worldwide construc- growth for professionals in the architecture, engineering, and con- tion projects, has created BIM-related professions and roles, such struction (AEC) sector. Furthermore, recent studies revealed BIM as BIM coordinator and BIM specialist. The expanding prevalence education within AEC disciplines, covering technical and manage- of BIM, coupled with organizations’ heightened emphasis on ment elements of BIM and multidisciplinary cooperation (Chen et al. 2019; Wang et al. 2020a). The findings showed that BIM 1 Assistant Professor, Dept. of Construction Engineering and Manage- adoption for a single course is possible, but preparing these par- ment, Ho Chi Minh City Univ. of Technology, Vietnam National Univ. ticular courses at the curriculum or program level is also necessary. Ho Chi Minh, City (VNU-HCM), 268 Ly Thuong Kiet St., District 10, Previous studies showed the necessity of developing BIM courses Ho Chi Minh City 72506, Vietnam. Email: [email protected] for the engineering curriculum. Preliminary results proved that BIM- 2 Ph.D. Candidate, Dept. of Construction and Management, Ho Chi based pedagogy methods have been more effective than traditional Minh City Univ. of Technology, Vietnam National Univ. Ho Chi Minh, methods such as 2D CAD (computer-aided design), paper-based City (VNU-HCM), 268 Ly Thuong Kiet St., District 10, Ho Chi Minh City 72506, Vietnam (corresponding author). ORCID: https://orcid.org/0000 documentation, or manual drafting and design (Abdirad and Dossick -0001-7719-8818. Email: [email protected] 2016; Hu 2018). Zhang et al. (2019) proposed that the framework of 3 Associate Professor, Dept. of Construction Engineering and Manage- the creative pedagogy approach is suitable to refer to and improve ment, Ho Chi Minh City Univ. of Technology, Vietnam National Univ. specific skills for undergraduate students to expand their knowledge Ho Chi Minh, City (VNU-HCM), 268 Ly Thuong Kiet St., District 10, regarding information technology and marketing in the experiential Ho Chi Minh City 72506, Vietnam. Email: [email protected] learning theory. The nature of the BIM process supports the transfer 4 Reader in Construction Management and Technology, Dept. of Civil of information between stakeholders and interdisciplinary such as and Environmental Engineering, College of Engineering, Design and Physical Sciences, Brunel Univ. London, Howell Building 204, Kingston owners, construction managers, architects, construction engineers, Ln., Uxbridge UB8 3PH, UK. Email: [email protected] mechanical, electrical, and plumbing (MEP) engineers, etc. Kymmell 5 Senior Lecturer in BIM, School of Built Environment and Architec- (2007) found three critical challenges in BIM education: the time- ture, London South Bank Univ., 103 Borough Rd., London SE1 0AA, consuming nature of learning and using BIM software, misconcep- UK. Email: [email protected] tions about BIM processes, and challenges specific to the academic 6 Senior Lecturer, Dept. of Civil and Natural Resources Engineering, environment. The most significant challenge to address is the mis- Univ. of Canterbury, 69 Creyke Rd., Christchurch 8140, New Zealand. understanding of BIM concepts. Modern pedagogy methods like Email: [email protected] use of multimedia, interactive learning or problem-based learning Note. This manuscript was submitted on April 13, 2023; approved on August 6, 2024; published online on November 6, 2024. Discussion period involve employing intuitive approaches to effectively convey in- open until April 6, 2025; separate discussions must be submitted for indi- formation to learners (Nancy et al. 2020). vidual papers. This paper is part of the Journal of Civil Engineering Edu- Students can learn BIM tools by promoting guided self-learning, cation, © ASCE, ISSN 2643-9107. freeing up computer lab sessions to focus on problem-solving © ASCE 04024008-1 J. Civ. Eng. Educ. J. Civ. Eng. Educ., 2025, 151(1): 04024008  (Adamu and Thorpe 2016). Casasayas et al. (2020) reveal that This study aims to address the following research question: four main hurdles hinder effective BIM education integration in (1) What are learning outcomes of a typical BIM course in the Australian higher education institutions. These include (1) change higher education? (2) What are teaching and learning activities management obstacles, (2) curriculum and content limitations, of the BIM course? and (3) What are relationships between learning (3) instructor issues, and (4) disconnection from the industry. Deter- outcomes and teaching and learning activities in a typical BIM mining “what to teach,” often confined by the instructor’s knowledge course? To address these inquiries, the authors undertook a compar- and the availability of technological tools and assistance, is a chal- ative analysis of BIM courses offered at undergraduate and graduate lenge. Lack of awareness of the industry’s BIM skill criteria is an- levels in three different countries: New Zealand, the United Kingdom, other issue that creates difficulty and uncertainty in BIM education. and Vietnam. While the course contents at these two academic levels Thus, BIM educators mainly choose course material and is isolated might exhibit similarities, the achievement of learning outcomes, as from industry and practice demands (Puolitaival and Forsythe 2016). categorized according to Bloom’s Taxonomy, can diverge. This re- Downloaded from ascelibrary.org by Natl Inst. Of Cons. Mgmt & Rsrch (nicmar) on 11/25/24. Copyright ASCE. For personal use only; all rights reserved. A building information modeling (BIM) course is an educa- search endeavors to compile a catalog of instructional and TLAs that tional curriculum designed to provide comprehensive instruction on align with the LOs. The results were analyzed via the SNA tech- BIM principles including covering essential aspects such as BIM nique through a software named Gephi to identify the relationships software applications, collaborative processes, compliance with in- between BIM-based LOs and TLAs, and an index calculated for a dustry standards, and practical application in architectural and en- weighted degree for each of the elements to rank which LOs and gineering design, construction, and facility management (Chegu TLAs need to be focused on as requirements of a BIM course. Badrinath et al. 2016; Olowa et al. 2019). These courses aim to em- power individuals working in the architecture, engineering, and con- struction (AEC) sector with the expertise and competencies required Literature Review for tasks such as generating 3D models, managing data, collaborat- ing effectively with diverse teams, and implementing BIM through- BIM Education out different phases of a construction project’s life cycle (Huang 2018). Additionally, they address legal and ethical considerations BIM-based education refers to educational programs and initia- while keeping participants informed about emerging industry tives incorporating BIM technology and principles into the learning trends and technologies. Typically, pedagogical and instructional process. Numerous researchers have embraced BIM as a forward- activities are expected to be systematically aligned with the de- thinking approach within higher education (Wang et al. 2023; Wu fined learning goals. This alignment serves the primary purpose and Issa Raja 2013). As related to studies by Kim (2011); Sacks and of directing learners toward achieving the precise and quantifiable Barak (2009), using BIM tools throughout the process is an effec- goals established for the course (Yi and Yun 2018; Zhang et al. tive learning method. Sacks and Barak (2009) introduced the man- 2018). Subsequently, the successful attainment of all designated datory first-year course, Communicating Engineering Information, learning goals within the course curriculum is envisioned to collec- at the Israel Institute of Technology, focusing on the conventional tively contribute substantively to realizing the overarching learning engineering graphics curriculum. It encompassed both the theoretical outcomes prescribed for the course. and practical aspects of BIM, covering topics like BIM principles, Social network analysis (SNA) is a powerful analytical approach engineering analyses applicable to building models, case study proj- that examines the relationships, interactions, and connections among ects, and the utilization of BIM in various aspects of building design, individuals, entities, or nodes within a network, providing valuable including architecture, mechanical, electrical, plumbing, curtain-wall insights into the structure and dynamics of social networks, whether design, and more. Kim (2011) proposed a BIM-oriented educational they are online communities, organizational structures, or interper- strategy to support the comprehension and analysis of 2D drawings, sonal relationships (Lu et al. 2020). By analyzing the patterns of encompassing lines, symbols, and tables, among construction man- connections and the flow of information, SNA uncovers hidden agement students. As a result, integrating BIM-based instruction into influencers, identifies critical nodes, and measures network central- the construction curriculum can serve as an effective educational re- ity, ultimately helping researchers, businesses, and organizations source. Wang and Leite (2014) used a process-oriented method to understand how information, influence, and behaviors spread within teach BIM to graduate students, which covers a wide range of topics, networks. SNA has applications in diverse fields, from sociology including cost estimation, scheduling, 4D simulation, MEP design and anthropology to marketing, cybersecurity, and organizational coordination, 3D-point clouds, and energy simulation. Ahn Yong management, enabling data-driven decision-making and optimizing et al. (2013) developed a BIM course, BIM in Construction Man- network-based strategies. When applied to education, SNA lever- agement, for undergraduate construction and engineering programs. ages network theory to gain insights into the interactions and rela- The course is designed to educate construction and engineering stu- tionships among students, educators, and learning resources within dents on information and skills relevant to BIM implementation. educational settings (Cela et al. 2015). Sacks and Pikas (2013) comprehensively analyzed 18 evaluated syl- Among the available SNA software options, including Node labi. They found that most of the existing courses from seven insti- XL (Bonsignore et al. 2009), Pajek (Yanrui et al. 2015), and Ucinet tutions that have published work on BIM education for construction (Zhang et al. 2016), Gephi stands out as a powerful tool for engineering and management tend to be technology-focused or em- visualizing intricate relationships within various research domains phasize interdisciplinary collaboration (Barison and Santos 2010; (Majeed et al. 2020). Its versatility in data importation enables the Becerik-Gerber et al. 2011; Peterson et al. 2011; Poerschke et al. incorporation of diverse data sets from global educational con- 2010; Sacks and Barak 2009). texts, and its extensive selection of layout algorithms facilitates BIM-based courses have been conducted to educate students and effective visualization and comparison of networks related to BIM provide a helpful resource for educators to apply in their institutions. education across different countries. Furthermore, Gephi offers a Numerous researchers have shown various studies to assess the im- comprehensive suite of metrics and analysis tools, empowering pact and effectiveness of BIM-focused education (Hossain and Bin researchers to gain valuable insights into the dynamic relationships Zaman 2022; Jin et al. 2019; Wang et al. 2020a). Khosrowshahi and within BIM education systems, making it a valuable resource for Arayici (2012) conducted a comprehensive literature review to de- conducting cross-country comparative studies in this field. velop a roadmap for BIM implementation in the UK. This roadmap © ASCE 04024008-2 J. Civ. Eng. Educ. J. Civ. Eng. Educ., 2025, 151(1): 04024008  addresses the various factors that organizations need to take into environments. Advanced topics such as sustainable design, building account to advance along the BIM maturity ladder. Solnosky et al. performance analysis, and the integration of BIM with advanced (2013) provided an overview of a 3-year interdisciplinary pilot pro- technologies like virtual reality (VR), augmented reality (AR), and gram involving multiple disciplines within the AEC field, focusing artificial intelligence (AI) may also be included. Although the exact on BIM-based project collaboration. Zhang et al. (2018) presented a content covered in a BIM course may vary depending on the choices pedagogical approach that utilizes BIM to effectively teach a tech- of the institution and instructor, it typically ensures alignment with nology course with a diverse student population. The approach em- these mentioned elements. phasizes team-based and project-based learning, focusing on the project delivery process. Rahman Rahimi and Ayer Steven (2018) Learning Outcomes (LOs) explored the integration of problem-based learning into BIM edu- Downloaded from ascelibrary.org by Natl Inst. Of Cons. Mgmt & Rsrch (nicmar) on 11/25/24. Copyright ASCE. For personal use only; all rights reserved. cation, gathering feedback from industry professionals in the pro- Learning outcomes are commonly written using Bloom’s taxonomy cess. Hu (2018) introduced a course for technology subjects, such of educational objectives. Bloom et al. (1956) proposed that the cog- as building materials and construction methods, in a large class of nitive or knowledge domain of learning encompassed six stages, approximately 108–120 students. This course imparts essential in- ranging from the most basic (factual knowledge) to progressively formation about construction materials and procedures and employs complex cognitive activities such as evaluating information. Three BIM as a teaching platform to enhance students’ understanding of domains of learning include: (i) Cognitive: knowledge and the de- construction. Preliminary findings from this innovative approach, velopment of intellectual skills; (ii) Affective: feelings, emotions, known as BIM-enabled pedagogy (BEP), indicate its effectiveness social/emotional learning, and skills; (iii) Psychomotor: physical positively. Tsai et al. (2019) introduced a course design strategy for functions, reflex actions, and interpretive movements. The psycho- creating an online project-based BIM tool training course. Accord- motor domain is not emphasized in BIM education; hence, this ing to the results of this case study, a project-based online video- study focuses on the cognitive and affective domains to find poten- teaching approach might benefit both the instructor and the students. tial learning outcomes. The affective domain is involved with the Drawing on suggestions from the authors and previous studies, emotional component of learning and goes from fundamental infor- the typical BIM course is a training program created to teach pro- mation reception readiness through the integration of beliefs, ideas, fessionals and students about the concepts and processes of BIM as and attitudes. Anderson et al. (2001) altered Bloom’s taxonomy by it relates to project management for infrastructure and construction renaming six domains from nouns to verbs or action words to encour- projects, as well as architecture, engineering, and construction. This age a more active type of learning and make it easier for students to course typically includes the following content: (1) An introduction show a learning result after an activity, as mentioned in Fig. 1. to BIM, covering its principles and an overview, historical develop- The terminology used in learning outcomes emphasizes student ment, importance, and its distinctions from conventional construc- achievement and what students should learn, as opposed to what is tion design processes. (2) BIM software such as Autodesk Revit, taught by instructors. Kennedy (2006) provided a comprehensive Bentley Systems, ArchiCAD, or Navisworks is used for modeling guide on how to write and use LOs in higher education, aiming to standardize higher education across Europe. He also synthesized def- and managing digital information related to the physical properties initions of LOs from previous research. The LOs as by defined the and functions of constructions. (3) BIM Management and Deploy- European Credit Transfer and Accumulation System (European ment, which will cover topics on the development, implementation, Commission et al. 2015) describe them as and supervision of BIM projects at an organizational level. (4) Col- laboration and coordination, highlighting the role of BIM in ena- “Statements of what a learner knows, understands and is able bling information flow between stakeholders, including architects, to do on completion of a learning process. The achievement of engineers, contractors, and owners, while emphasizing the collabo- learning outcomes has to be assessed through procedures ration and coordination among these parties. (5) Standards and pro- based on clear and transparent criteria. Learning outcomes are tocols are discussed in the course to educate learners on the legal, attributed to individual educational components and to pro- contractual, and standardization aspects of BIM projects. Addition- grammes at a whole. They are also used in European and ally, the course examines the practical applications of BIM in con- national qualifications frameworks to describe the level of struction management, such as planning (4D BIM), cost estimating the individual qualification.”. Upon evaluation, this description (5D BIM), and facilities management (6D BIM). (6) Practical proj- may be considered as a good working definition. NZQA (2023) ects and hands-on exercises are essential components that allow defined LOs as: “A component learning outcome statement learners to apply their BIM expertise in real or simulated project (LO) describes the specific knowledge, skills, understanding Fig. 1. Hierarchy of the cognitive domain and verbs suitable for various levels. © ASCE 04024008-3 J. Civ. Eng. Educ. J. Civ. Eng. Educ., 2025, 151(1): 04024008  and application a learner will achieve through each component topics on an overview of engineering graphics and BIM, BIM con- of the programme.” cepts such as computer graphics, parametric constraints, and intro- ductions to modeling buildings in BIM or quantity take-off, drawing Moreover, QAA (2024) defines that: “Statement of what a templates, etc. Bozoglu (2016) has introduced a series of both theo- learner is expected to know, understand outcomes and/or be able retical and practical learning modules aimed at developing a skill set to demonstrate after completion of a designated programme of for collaboration and coordination in BIM education. The study also study (which leads to a qualification). These are statements of implemented a case study to evaluate the support for learning and holistic outcomes and not simply the sum of the parts (the learning understanding BIM. The goal is to educate both future engineers outcomes of individual modules).” McMahon (2006) clarified that and architects who will actively use BIM on a regular basis. Boton outcomes and objectives are interconnected, relating to learning et al. (2018) categorized the problems associated with BIM educa- achievements and sharing similar meanings concerning educa- tion into seven categories: skills to learn, teaching style, assessment Downloaded from ascelibrary.org by Natl Inst. Of Cons. Mgmt & Rsrch (nicmar) on 11/25/24. Copyright ASCE. For personal use only; all rights reserved. tional aims and goals. Higgins et al. (2017) stated that learning techniques, technology environment, industry collaborations, im- outcomes articulate the specific abilities or demonstrations that plementation approach, and scheduling. It was found that the es- students should be capable of after completing a particular learn- sential BIM content that should be taught to students includes BIM ing phase or cycle. principles, technology, procedures, and competencies. As BIM gains traction in the AEC industry, research on BIM- based learning outcomes has surged. Wu and Issa Raja (2013) con- ducted a survey in which respondents highlighted that the most Social Network Analysis (SNA) crucial LOs of BIM education programs revolve around acquiring Social network analysis (SNA) is a methodological technique that proficiency in BIM software applications. Adamu and Thorpe examines relationships among individuals, organizations, or enti- (2016) extensively described the strategic approach employed by ties in a network. Besides, it provides insights into these relation- the School of Civil and Building Engineering to integrate BIM into ships’ structure, patterns, and dynamics. Network analysis is a their existing courses, a strategy derived from a thorough literature valuable technique for examining the structure and pattern of links review. This approach identified three specific categories of BIM and identifying their nodes/actors’ connections (Scott 1988). Gephi learning outcomes (BIM LOs): cognitive and intellectual aspects, is recommended primarily for network visualization rather than hands-on proficiency, and adaptable competencies. Suwal and Singh comprehensive network analysis due to its capacity to calculate only (2018) introduced user-friendly online BIM learning platforms to a limited set of standard centrality metrics (Heymann and Grand enhance student engagement and learning. These platforms em- 2013). Gephi has benefits such as high-quality visualizations, the power students to study at their preferred pace, utilizing their com- ability to handle large network graphs, and the saving the need for petencies. Through the evaluation of previous studies and a literature programming language skills. In contrast, performing particular review related to a BIM course, the authors identified and catego- tasks takes a disproportionately greater amount of time. Gephi rized three types of BIM LOs as follows: knowledge and intellectual (Bastian et al. 2009), a network analysis and visualization appli- components, practical skills, and transferable abilities. cation, was used to map the interaction and information exchange networks and determine the corresponding metrics. The density of Teaching and Learning Activities (TLAs) a network is the ratio of the number of actual ties to the maximum number of feasible relations (Wasserman and Faust 1994). Density The term teaching and learning activity (TLA) was adopted from values range from 0 to 1; the more significant the density, the the principle of constructive alignment devised by (Biggs 1996). stronger the mutual influence between factors. The degree of no- One of the core aspects of the principle is that instructors must des reflects the direct connection characteristic of a factor. The make a deliberate alignment between learning outcomes, TLAs, term in-degree refers to incoming relations, whereas out-degree and assessment tasks. Several studies have been conducted on teach- refers to outgoing relations. Betweenness centrality assesses a no- ing and learning activities (Barison and Santos 2014; Bozoglu 2016; de’s importance regarding the network’s shortest pathways. Yang Younis and Al-Kazzaz 2023). Generally, teaching activities are and Zou (2014) stated that a node with a high betweenness central- structured efforts by educators aimed at imparting knowledge or ity value exerts a great degree of control over the impact traveling skills to students. In the context of BIM education, this often in- through it. These factors can be separated into distinct zones de- volves the use of advanced technology to simulate real construction pending on their respective nature. Using SNA techniques, Wang environments, thereby enhancing the understanding and applica- et al. (2020b) showcased the feasibility of extracting collaborative tion of BIM principles. Learning activities are actions carried out information among diverse stakeholders via project-level social by students to absorb knowledge or skills. In BIM education, these networks. This approach has unveiled the dynamic characteristics activities may include practical projects using BIM software, par- of central actors in each project phase. Lu et al. (2020) employed ticipating in collaborative design and construction tasks, and engag- SNA techniques to assess the impact of BIM on construction or- ing in virtual lab practice tasks to apply construction technology and ganizations. The goal was to study the interactions and relation- design practices. TLAs on BIM for undergraduate and graduate stu- ships (edges) between individuals and organizations (nodes) within dents are built separately to meet the needs of each education organi- a project, thereby providing an evaluation of the structure and com- zation. For example, to help solve BIM education challenges, Tsai munication processes. The research was conducted on two construc- et al. (2019) presented a project-based 5-week online course for tion projects, one utilizing BIM and the other not. The findings learning Autodesk Revit in which three learning goals were devel- revealed that BIM is closely associated with organizational structure oped: (i) teaching the fundamentals of BIM technology; (ii) teaching changes and the enhancement of communication efficiency, reorgan- the fundamental principles and operational logic of BIM modeling; izing the collaboration process. In another study, SNA techniques and (iii) developing students’ abilities to address project-related dif- were utilized by Fan et al. (2019) to analyze the interdependent re- ficulties. Another course for first-year students was Communicating lationships (edges) among legal aspects (nodes) in BIM contracts. Engineering Information which aimed to teach BIM’s theoretical Through this analysis, the study identified legal factors such as latent and practical components (Sacks and Barak 2009). The course de- contract terms, offering new insights into clarifying necessary con- veloped in this study will comprise five main modules, including tract terms when employing BIM contracts in projects. © ASCE 04024008-4 J. Civ. Eng. Educ. J. Civ. Eng. Educ., 2025, 151(1): 04024008  Related Work attaining enhanced integration and individual member achievement. Although this study does not directly focus on improving or inte- In BIM education, various researchers such as Sacks and Barak grating BIM competency into education like the others, it presents (2009), Barison and Santos (2013), Sacks and Pikas (2013), Lee a distinctive viewpoint on the importance of teamwork and inter- et al. (2013), Tsai et al. (2019), Guo et al. (2023), and Wang et al. action within the BIM learning setting. This research contributed (2023) have conducted multiple studies that extensively explore the to a broader understanding of how BIM is assimilated and utilized integration of BIM in higher education and construction manage- in education and the construction field, encompassing the develop- ment training programs. These studies highlight the importance ment of specific skills and abilities, as well as the investigation of preparing students with BIM skills, focusing on developing cur- of career requirements and the influence of team dynamics. To ricula that address different levels of BIM competency, ranging facilitate an accessible comparison and comprehension of prior re- from basic to advanced. For instance, Barison and Santos (2013) search, a detailed summary has been compiled and is presented in Downloaded from ascelibrary.org by Natl Inst. Of Cons. Mgmt & Rsrch (nicmar) on 11/25/24. Copyright ASCE. For personal use only; all rights reserved. concentrated on organizing educational initiatives based on varying Table 1. levels of BIM proficiency, and Guo et al. (2023), Lee et al. (2013) In SNA technique, nodes typically represent entities depicted identified a disparity between existing educational offerings and the within the network, such as individuals, groups, or organizations; industry’s demand for BIM skills, underscoring the importance of however, few studies utilize concepts under the role of nodes. Mean- grasping BIM’s influence on workflow processes and project man- while, edges are the relationships between nodes that represent agement. Tsai et al. (2019) and Wang et al. (2023) proposed new relationships or interactions among them, aiming to identify the de- methods to enhance learning effectiveness and student motivation gree, form of communication, and influence among nodes within through project-based courses and the integration of BIM into ed- the network. Furthermore, the studies summarized in Table 1 men- ucational programs. tion and analyze each LO and TLA individually, without identifying Apart from curriculum design, Uhm et al. (2017) and Tai et al. the relationships between them to consider the mutual influences (2021) employed social network analysis (SNA) to explore differ- between LOs and TLAs. Recognizing this gap and the rising promi- ent aspects of BIM, ranging from categorizing job roles in the in- nence of BIM education, this study employed the SNA technique dustry to pinpointing factors influencing BIM implementation in through Gephi to concentrate on visualizing the relationships (rep- China’s construction sector. Uhm et al. (2017) utilized SNA and resented as edges) between LOs and TLAs (depicted as nodes) in O*NET classification techniques to group BIM job titles, setting BIM courses. Consequently, it was possible to identify LOs and the groundwork for educational programs that align with industry TLAs with a certain level of influence, providing BIM educators requirements. Tai et al. (2021) leveraged SNA to highlight critical with insights to develop a BIM curriculum that aligns with the ori- factors impacting BIM adoption, accentuating the method’s role in entation of their institution. This study concentrates on LOs related pinpointing and examining crucial elements. Additionally, Herrera to the why to teach aspect and TLAs concerning the teaching topics et al. (2020) explored of team interactions and individual contri- to delineate what to teach in a BIM course. The subsequent section butions in project- and team-based BIM teaching methods, which outlines a detailed procedure for the collection, analysis, and propo- also made use of SNA, offered valuable insights into the signifi- sition of a necessary set of LOs and TLAs for a BIM course in cance of collaborative endeavors versus individual initiatives in higher education, utilizing SNA technique and Gephi software. Table 1. Comparative overview of research in BIM education, highlighting methodological approaches No. Title Author (Year) Aspect LOs TLAs Ranking Methods 1 Teaching building information modeling as an Sacks and Barak BIM education Y Y — Content analysis; surveys integral part of freshman year civil engineering (2009) education 2 Educational activities for the teaching-learning Barison and Santos BIM education — Y — Content analysis of BIM (2013) 3 Building information modeling education for Sacks and Pikas BIM education Y — — Surveys; workshops; job construction engineering and management. I: (2013) advertisement analysis; industry requirements, state of the art, and gap in-depth interviews analysis 4 Guideline for building information modeling in Lee et al. (2013) BIM education Y — — Content analysis; surveys; construction engineering and management in-depth interviews education 5 An analysis of BIM jobs and competencies based Uhm et al. (2017) BIM jobs and — — — Content analysis; SNA; on the use of terms in the industry competencies O*NET classification 6 Development of a project-based online course for Tsai et al. (2019) BIM education — Y — Content analysis; case study; BIM learning surveys 7 Factors affecting BIM application in China: a Tai et al. (2021) BIM application — — Y Content analysis; social network model Delphi Method; SNA 8 Interaction networks within student teams Herrera et al. (2020) BIM collaboration — — — SNA; surveys; measuring learning building information modeling (BIM) time dedicated 9 Incorporating BIM into the upper-division Wang et al. (2023) BIM education — Y — Case study; surveys curriculum of construction engineering and management 10 This study BIM education Y Y Y Content analysis; in-depth interviews; SNA Note: LOs = learning outcomes; TLAs = teaching and learning activities; and SNA = social network analysis. © ASCE 04024008-5 J. Civ. Eng. Educ. J. Civ. Eng. Educ., 2025, 151(1): 04024008  Methodology contributed to the database for this study. In a comprehensive re- view, Cela et al. (2015) analyzed 37 studies in the field of SNA. The study’s methodology was outlined in four distinct steps, as de- These studies encompassed a broad spectrum of sample sizes, rang- picted in Fig. 2. These steps encompassed the following processes: ing from 5 to 839. The median sample size derived from these stud- Step 1: Searching and collecting various BIM courses ies was determined to be 36. Therefore, the sample size at 36 was Fig. 3 provides a detailed depiction of the input creation process considered reasonable in this study. for the subsequent steps within the Gephi software. Fig. 3(a) illus- From the raw data collected, the authors categorized selected trates the first step, which involves searching for multiple courses BIM courses to conduct further research steps by excluding courses that would serve as input data for following stages. Initially, the not suitable for the research questions of this study. Selected courses authors endeavored to gather BIM courses through diverse online had to meet these criteria as specified, staring: (1) they had utilized platforms. However, it soon became evident that a substantial num- BIM knowledge and/or BIM tools as the entirety or a portion of the Downloaded from ascelibrary.org by Natl Inst. Of Cons. Mgmt & Rsrch (nicmar) on 11/25/24. Copyright ASCE. For personal use only; all rights reserved. ber of these courses did not contain the information needed to align course content, (2) they had presented the course content in a de- with the objectives of the study. Consequently, the current study tailed manner, (3) they had broken down the content in the syllabi concentrated on collecting courses directly from BIM instructors into specific topics or LOs. As a result, the size of the database and universities. The authors had secured the necessary permissions was reduced to achieve the following research step’s requirements and access to utilize the course syllabi as data samples. Selection for creating a set of keywords of BIM-related LOs and TLAs. criteria for these courses included countries from both developed Besides, the selected BIM courses were assigned short and conven- and developing construction markets, providing an international da- ient codes, such as country and No., for example, NZ1, UK1, or tabase for analysis. More justifications for adopting this multiple- VN1, etc. According to the obtained results, most BIM courses case, single-unit analysis case study method (Gustafsson 2017) were delivered in English; as a result, courses from Vietnam were by selecting three countries cases to study BIM education can be translated from Vietnamese to English to standardize the language found in Jin et al. (2019). BIM courses in institutions from three and serve as input data for the subsequent application of the SNA countries, i.e., New Zealand, the United Kingdom, and Vietnam technique. Fig. 2. Proposed methodology for each of the four steps in linking LOs and TLAs. © ASCE 04024008-6 J. Civ. Eng. Educ. J. Civ. Eng. Educ., 2025, 151(1): 04024008 Downloaded from ascelibrary.org by Natl Inst. Of Cons. Mgmt & Rsrch (nicmar) on 11/25/24. Copyright ASCE. For personal use only; all rights reserved. Fig. 3. Sequential steps to generate input files for importing into Gephi software: (a) seeking diverse courses for BIM-related input data; (b) analyzing selected BIM courses to suggest suitable keywords; (c) building LO–TLA relationship matrix via expert feedback; and (d) creating *.csv files for