An Integrated BIM and Cost Estimating Blended Learning Model--Acceptance Differences between Experts and Novice

Autor/inn/en	Wu, Yun-Wu; Wen, Ming-Hui; Chen, Ching-Ming; Hsu, I-Ting
Titel	An Integrated BIM and Cost Estimating Blended Learning Model--Acceptance Differences between Experts and Novice
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 5, S.1347-1363 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Models; Blended Learning; Teaching Methods; Specialists; Novices; Learning Activities; Design; Construction (Process); Path Analysis; Web Based Instruction; Conventional Instruction; Construction Industry; Concept Formation; Student Projects; Questionnaires; Student Attitudes; Computer Attitudes; Anxiety; Technological Literacy; Self Efficacy; Comparative Analysis; Foreign Countries; Reliability; Usability; Multiple Regression Analysis; Costs; Taiwan + Suchen Sie Ihr Suchwort? Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Aufbau; Konstruktion; Pfadanalyse; Web Based Training; Baugewerbe; Concept learning; Begriffsbildung; Schulprojekt; Fragebogen; Schülerverhalten; Angst; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Ausland; Reliabilität; Cost; Kosten
Abstract	"Building information technology" and "cost estimating" are two core skills of construction education. However, in traditional education, students learn these two important subjects in separate courses. This study proposes a blended learning environment which can provide students with support for their face-to-face learning activities in the classroom and also give them the opportunity of "learning by doing" through their practice with online construction projects in the web-based BIM (building information modeling) and cost estimating system. Then the TAM3 (Technology Acceptance Model 3) theory was used to compare the expert and novice students' acceptance of this blended learning model. Finally, the path analysis method was used to verify the research hypotheses developed in this study based on the TAM3 method and then further explore the cause-effect among the TAM3 variables in these hypotheses. Our result found that the blended learning environment developed in this study was generally accepted by all the participating students and it could also enhance the students' acceptance of the blending learning strategy that combines classroom-based education and on-line learning. Even though there are significant differences between novices and experts in certain variables as found in this study, students can still achieve desirable learning results through repeated and continuous practice and learn how to solve problems through "learning by doing" and discussions with their peers inside and outside the classroom. As a consequence, they will have better learning results in the end. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01