Factors Driving BIM Learning Performance: Research on China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities

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Abstract

With the popularization and rise in BIM technology usage, BIM education for undergraduate students in architecture, engineering, and construction (AEC) related disciplines has emerged as a priority. This study assesses the BIM learning outcomes of students participating in the National BIM Graduation Design Innovation Competition of Colleges and Universities. In total, 2777 valid questionnaire responses were obtained for this study. The Cronbach’s alpha coefficient method and principal component factor analysis method were used to verify the reliability of the data set (Cronbach’s alpha = 0.962, KMO = 0.965). The t-test (ANOVA) was used to verify that gender, school type, major, grade, study duration and use BIM related software, as well as other demographic attributes, displayed significant inter-group differences. Seven common factors affecting BIM learning performance were obtained by exploratory factor analysis: (1) ability of the instructor, (2) school (college) atmosphere, (3) teamwork, (4) individual ability, (5) understanding of BIM industry applications, (6) social environment incentives, and (7) achievement demand. Finally, the results of an ordered logistic regression revealed that the demographic attributes of participants, the comprehensive ability of the instructor, teamwork, individual ability, and achievement demand significantly affects BIM learning performance. Based on these findings, this paper puts forward suggestions for improving BIM learning performance and provides theoretical support for BIM education and learning in AEC related undergraduate majors.

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School Climate: Research, Policy, Practice, and Teacher Education

Jonathan Cohen, Elizabeth Mccabe, Nicholas M. Michelli … (2009)

Background/Context Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person's experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally, and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live, and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits of, and satisfaction from, learning. Each person contributes to the operations of the school and the care of the physical environment. School climate refers to spheres of school life (e.g. safety, relationships, teaching and learning, the environment) as well as to larger organizational patterns (e.g., from fragmented to cohesive or “shared” vision, healthy or unhealthy, conscious or unrecognized). These definitions were collaboratively developed and agreed upon at a consensus-building meeting of national practice and policy leaders organized in April 2007 by the National Center for Learning and Citizenship, Education Commission of the States, and the Center for Social and Emotional Education. Purpose/Objective/Research Question/Focus of Study This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other. Research Design This article uses several research methods to understand the current state of school climate research, policy, practice, and teacher education: historical analysis, a review of the literature, a national State Department of Education policy scan, and a national survey (N = 40) of building, district, and state educational leaders about school climate measurement and improvement practices. Findings/Results A review of the literature reveals that a growing body of empirical research indicates that positive school climate is associated with and/or predictive of academic achievement, school success, effective violence prevention, students’ healthy development, and teacher retention. There is a glaring gap between these research findings on the one hand, and state departments of education, school climate policy, practice guidelines, and teacher education practice on the other. Conclusions/Recommendations We detail how the gap between school climate research, policy, practice, and teacher education is socially unjust and a violation of children's human rights. We now have research-based guidelines that predictably support positive youth development and student learning. If we do so, we are supporting children, educators, parents, communities, and the foundation for democratic process, but as a country, we are not doing so. Our children deserve better. A series of detailed recommendations are suggested for policy makers, practice leaders, and teacher educators to narrow this gap and support student's healthy development and capacity to learn.