Defining a BIM-Enabled Learning Environment—An Adaptive Structuration Theory Perspective

dc.contributor.authorOlowa, Theophilus
dc.contributor.authorWitt, Emlyn
dc.contributor.authorMorganti, Caterina
dc.contributor.authorTeittinen, Toni
dc.contributor.authorLill, Irene
dc.description.abstractDigitalization of the AEC-FM industry has resulted in the reassessment of knowledge, knowledge management, teaching and learning, workflows and networks, roles, and relevance. Consequently, new approaches to teaching and learning to meet the demands of new jobs and abilities, new channels of communication, and a new awareness are required. Building Information Modelling (BIM) offers opportunities to address some of the current challenges through BIM-enabled education and training. This research defines the requisite characteristics of a BIM-enabled Learning Environment (BLE)—a web-based platform that facilitates BIM-enabled education and training— in order to develop a prototype version of the BLE. Using a mixed-methods research design and an Adaptive Structuration Theory (AST) perspective for interpreting the findings, 33 features and 5 distinct intentions behind those features were identified. These findings are valuable in taking forward the development of the BLE as they suggest a BLE requires the integration of functions from three existing types of information technology application (virtual learning environments, virtual collaboration platforms, and BIM applications). This study will inform the design of a web-based BLE for enhanced AEC-FM education and training, and it also provides a starting point for researchers to apply AST to evaluate the use of a BLE in different educational and training contexts.en_US
dc.description.sponsorshipThis research was supported by the BIM-enabled Learning Environment for Digital Con- struction (BENEDICT) project (grant number: 2020-1-EE01-KA203-077993), Integrating Education with Consumer Behavior relevant to Energy Efficiency and Climate Change at the Universities of Russia, Sri Lanka, and Bangladesh (BECK) project (grant number: 598746-EPP-1-2018-1-LT-EPPKA2-CBHE-JP), Building Resilience in Tropical Agro-Ecosystems (BRITAE) project (grant number: 610012-EPP-1- 2019-1-LK-EPPKA2-CBHE-JP) and Strengthening University-Enterprise Collaboration for Resilient Communities in Asia (SECRA) project (grant number: 619022-EPP-1-2020-1-SE-EPPKA2-CBHE-JP) all co-funded by the Erasmus Programme of the European Union. The European Commission support to produce this publication does not constitute an endorsement of the contents which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.en_US
dc.identifier.citationOlowa, T.O.O, Witt, E., Morganti, C., Teittinen, T., Lill, I. (2022): Defining a BIM-Enabled Learning Environment - An Adaptive Structuration Theory Perspective. Buildings, 12(3) , 292-311. Published by Multidisciplinary Digital Publishing Institute (MDPI) (indexed in Scopus, Q2 Journal). Available online at
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)en_US
dc.subjectBIM-enabled learningen_US
dc.subjectBIM educationen_US
dc.subjectvirtual learning environmenten_US
dc.titleDefining a BIM-Enabled Learning Environment—An Adaptive Structuration Theory Perspectiveen_US


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