Improving the understanding of BIM concepts through a flipped learning lab environment: A work in progress

Abstract

This works-in-progress study explores the instructional design of a BIM software skills lab that uses problem solving in a flipped classroom instructional environment to enhance student learning of BIM concepts. The labs encourage student problem solving in an innovation we call vignettes: problems of limited range and scope that reduces ambiguity and reveals likely solution paths. By focusing student attention to certain aspects of the solution, the duality of abstraction and application of BIM concepts is made easier to learn. The study's initial findings suggest that the use of vignettes shows consistently modest improvement in students' understanding and transfer of BIM concepts. The study also shows where BIM instructional design can use the notions of clarifying BIM concepts, emphasizing formative assessment, and directed attention to provide benefits to student learning.