TDG – Integrating Moodle in BIM-facilitated Quantity Surveying Education

Abstract

Project Aims
To explore how the innovative technology, Building Information Modelling (BIM), can be integrated into Quantity Surveying (QS) curriculum and how the BIM-facilitated QS curriculum can be fostered by Moodle.

Methods

1. The QS curriculum was redesigned to incorporate both traditional QS measurement and BIM-facilitated QS practices.
2. Collaborative learning platforms were developed on Moodle, which includes multi-level forums for students to share, exchange and further develop their knowledge.
3. Data was collected via:
   • Reflective journals – Based on the experience of group projects using both traditional and BIM-facilitated measurement methods, the benefits of both methods were compared and contrasted.
   • Students’ interaction on the online platform – Social network analysis was conducted to investigate students’ interaction and knowledge exchange behaviors online. Five knowledge boundary spanners and their common characteristics were identified.
   • Questionnaire survey – To investigate what learning behaviors foster student learning outcomes.
   • Pre- and post-Moodle experience survey – To measure the changes of student before and after the Moodle-facilitated activities.

Key Findings

1. The BIM-facilitated QS method was found to be more efficient than the traditional one. However, its industrial implementation is still hindered by factors, such as project nature, organization competence, and the ecosystem of the entire industry.
2. At individual level, students’ perceived learning outcomes were fostered by ‘workgroup support’, ‘online interaction’ and ‘lecturer support’.
3. Knowledge boundary spanners played an important role in fostering collaborative online learning. They tended to have higher ‘expectancy on learning activities’, ‘attitude of knowledge sharing’ and ‘positive help seeking behavior’.
4. In general, 67.5% of the students believed that the Moodle activities improved their learning; and students’ ‘class learning culture’, ‘learning attitude’ and ‘online interaction’ were significantly higher after the Moodle experience (sig.<0.05).

Deliverables