Copyright © 2021 Wiley. This is the peer reviewed version of the following article: . Zhang, Z. Zhang, S. P. Philbin, H.

Huijser, Q. Wang, and R. Jin, Toward next-generation engineering

education: A case study of an engineering capstone project based on BIM technology in MEP systems, Comput Appl Eng Educ. 2022; 30: 146–162., which has been published in final form
at https://doi.org/10.1002/cae.22448. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions (see: https://
authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.html).

Toward Next‐Generation Engineering Education: A Case Study of an Engineering

Capstone Project Based on BIM Technology in MEP Systems

Jingxiao Zhang1, Zhiyue Zhang2, Simon P. Philbin2, Henk Huijser3,

Qian Wang4, Ruoyu Jin5
1
Department of Management Science and Engineering, School of Economics and Management, Chang'an University, Xi'an,
Shaanxi,People's Republic of China
2
Department of Engineering and Design, Nathu Puri Institute for Engineering and Enterprise, London South Bank
University, London, UK
3
Curriculum and Learning Design, Learning and Teaching Unit, Queensland University of Technology (QUT), Brisbane,
Australia
4
Department of Building, School of Design and Environment, National University of Singapore, Singapore, Singapore
5
Department of Construction Management, School of Built environment and architecture, London South Bank University,
London, UK

Abstract
To respond to the digital building environment and Industry 4.0 in buildinginformation modeling
(BIM)‐based mechanical, electrical, and plumbing(MEP) systems this study developed a new approach
to engineering capstone projects. This article reports on a case study of the development of the
innovative capstone project for engineering majors, which is based on team‐ based learning (TBL)
combined with the 360‐degree evaluation feedback method to cultivate students' BIM competency. The
data collection and ana-lysis involves a combination of qualitative and quantitative methods, which
aims to evaluate students' learning outcomes and their BIM competency. The results indicate that TBL,
combined with the 360‐degree evaluation feedbackin the capstone project, can be highly effective in
improving graduates' BIMcompetency. This study discusses the interoperability of BIM software tools,
problems in the process of data exchange, and provides suggestions for im-proving the course and BIM
team collaboration. The research has identifiedhow professional capabilities for students can be enhanced,
enabled through a capstone project, and educators are able to deploy the BIM course to develop engineers
that closely meet industry needs. The study provides the case forusing the capstone project to improve
and cultivate engineering students' BIM competency in MEP systems. This study has provided a new
paradigm for applying TBL and 360‐degree evaluation feedback to engineering education.

K e y w o r d s : 360‐degree evaluation feedback, BIM education, curriculum model, MEP systems,team‐

based learning
1 | INTRODUCTION new skills requirements associated with Industry 4.0,
and the educational technology needs to be improved
The architecture, engineering, construction, and opera- accordingly [11]. Enhancing the integration of in-
tions (AECO) industry is an integral part of the con- dustrial BIM practice into AECO‐related curriculums
struction sector that provides architectural design, has been the goal for many higher education institu-
engineering design, construction services, and operations tions [12,13]. At the same time, some have identified
[1]. Construction industry 4.0 represents the exploration that BIM skills are required by different BIM‐related
and application of digital technology in construction, en- professionals in the construction sector and the
gineering, construction, and operation industries, which is corresponding educational programs [14,15]. Indeed,
conducive to the sustainable development of society, Succar and Sher [16] identified a competitive knowl-
economy, and environment [2]. As a key part of Industry edge base for BIM learning, which is used to develop
4.0 adoption in the AECO industry, BIM (building in- BIM learning modules to satisfy the learning require-
formation modeling) has been playing a major role as the ments of varied audiences. Whereas Zhang et al. [17]
central data repository for collating digital information in created team‐based learning (TBL)‐facilitated pedago-
MEP (mechanical, electrical, and plumbing) systems [3,4]. gical model to enhance civil engineering and man-
BIM has become a bridge between the physical environ- agement students' career‐specific BIM competency.
ment and the digital environment, and its application re- Contrasting with the dramatic rise in the demand for
quires collaboration at all levels in AECO [5]. MEP BIM technology in the AECO sector, there has been a
systems include heating, ventilation, and air conditioning lack of studies on how BIM‐based MEP systems can be
(HVAC), electric, electronic, plumbing, and anti‐power effectively incorporated into engineering capstone pro-
subsystems [6], which are important components of jects for undergraduates. In summary, although the BIM
buildings and related infrastructure [7]. In the past 10 application has become commonplace in terms of MEP
years, the industry's demand for BIM application in MEP systems practice, there is presently a lack of under-
systems has been accelerating [8,9]. For example, as visual standing on how BIM‐related competencies and wider
computer tools, BIM can automatically identify misalign- Industry 4.0 technologies can be incorporated in en-
ment between MEP systems and provide corresponding gineering education programs and especially in en-
solutions [10]. With the increasing demand for so‐called gineering capstone projects. It should be noted that this
digital buildings to leverage BIM technology as part of article will use the term competency to include BIM‐
Industry 4.0 adoption, BIM education needs to be opti- related knowledge, skills, and abilities [18].
mally aligned with industry needs. The aim of the research study reported in this article was
As BIM becomes further embedded in the AECO to develop an innovative engineering capstone project, which
industry workflows, BIM education in the AECO combined TBL with 360‐degree evaluation feedback to cul-
industry needs to be updated with the inclusion of the tivate students' BIM‐related competencies in MEP systems.
2 | LITERATURE REVIEW the graduate attributes in the Washington Agreement is
shown in Figure 1.
2.1 | BIM education and capstone
in MEP
2.2 | TBL
In the AECO industry, BIM is a key tool for visualizing
and coordinating construction work as well as helping to There are many different learning models that have been
avoid errors and omissions. BIM is used to control in- developed and applied in educational research. The
formation, organizational responsibilities, and manage- widely used approaches include cooperative problem‐
ment processes from the planning stage through to based learning (CPBL), problem and project‐based
design, construction, maintenance, and finally to demo- learning (PBL), and TBL. Following a comparison of
lition [19,20]. There have been several studies of BIM in different teaching modes, the BIM capstone project
the MEP systems context. Yung et al. [21] documented model was selected as the most suitable teaching mode.
and further developed a BIM‐enabled MEP coordination CPBL is the combination of problem‐based learning
process model based on the ID EF0 language. The model and cooperative learning. It consists of three to five stu-
can reduce the costs of manual MEP coordination. Wang dents forming a group to solve problems through co-
and Leite [22] presented a formalized schema that can be operation. It aims to cultivate students' self‐directed
used to capture the features of scheduled clashes and learning ability and team problem‐solving ability. The
associated solutions during MEP coordination, and this CPBL cycle is mainly divided into three stages, namely:
approach formalizes support management coordination problem identification, problem analysis and synthesis,
activities. and solution generation [28,29]. For example, Mohd
In an effort to educate future engineers and managers Yusof et al. [30] investigated the application of CPBL in a
on how to fully utilize BIM, educators continue to chemical engineering course, which was designed to
explore new teaching methods. Korman and Huey‐King motivate students to cultivate learning, thinking, and
[23] developed an experiential learning system to problem solving in the team as well as promoting
enhance students' understanding of building systems cooperation among students and improving learning
coordination, which was based on a building coordina- quality and skills. PBL is a teaching method based on
tion exercise that compared the differences in MEP student‐centered learning in which students learn (via a
coordination between using the light table approach and problem‐oriented and project‐based approach by solving
BIM technology. complex and realistic problems under the guidance of
Capstone projects represent a critical juncture in teachers. The purpose is to cultivate students' ability to
students' development and help their transition from solve practical problems and specific professional skills
university education to professional work. Capstone [31,32]. In further research, Zhang et al. [33] explored the
project instructors use a range of practices designed not capstone project that combines situational teaching with
only to coach students through the engineering design real‐world projects to cultivate students' expected BIM
process but also to more broadly prepare students for ability, and learning feedback from the students believed
workplace and industry practice, as well as helping to that PBL was helpful to cultivate their ability.
build their confidence and identity as emerging Michaelsen et al. [34] have described the TBL as an
engineering professionals [24,25]. active learning method that has been used in a variety of
It has been suggested that one of the main challenges fields, such as business, engineering, natural sciences,
facing engineering education in the 21st century is that mathematics, medicine, nursing, informatics, and hu-
engineering graduates need to develop the relevant atti- manities [35]. A TBL approach usually involves teams of
tudes and skills ultimately required by industry before five to seven students with a diverse composition of team
they even leave university [26]. However, this may not members, effectively representing an even distribution of
be the case yet in China, where the BIM‐enabled human resources within the team [36]. When TBL is
capstone approach is still in its infancy. In 2016, China adopted as a pedagogical principle for a whole program,
became the 18th full member of the Washington Accord, the instructor needs to set three distinct phases (i.e.,
which outlines a set of graduate attributes that in turn preparation, application, and evaluation), and this cycle
form a set of individually assessable outcomes. Such is repeated for each topic unit [37]. TBL is a good fit for
outcomes are the components that are indicative of an effective active learning strategy in the field of
graduates' potential to acquire the required competency engineering education [38,39]. This approach promotes
to practice at the appropriate professional level [27]. The the required professional skills, such as teamwork,
combination of BIM capstone project characteristics and creativity, problem solving, and communication.
 guidance The Washington Accord’s
graduate attributes

combination

Build MEP BIM

FI GU RE 1 Integrated graduate‐centered BIM capstone project. BIM, building information modeling; MEP, mechanical, electrical, and
plumbing

Moreover, Dehaene et al. [40] developed a multi- 2.3 | 360‐degree evaluation feedback in
disciplinary student team design project to support the education
education of undergraduate electrical engineering stu-
dents in which students not only gained professional 360‐degree evaluation feedback is also known as
knowledge but also developed teamwork, leadership, and multisource feedback, multirater assessment, full‐
presentation skills. In general, student evaluations of circle appraisal, and peer evaluation. This method of
TBL are highly positive [41,42]. providing developmental feedback is used to assess
According to the above literature review, the ad- competency and behavior [47]. The participants in 360‐
vantages and disadvantages of the three models are degree evaluation feedback include subordinates,
summarized in Table 1. This comparison shows that TBL colleagues (i.e., peers), and superiors. It can provide
is an indispensable component in the BIM capstone teachers with more valuable information and
project, which can explain how to implement BIM cap- opportunities for self‐reflection, peer‐assessment, and
stone projects through team learning and connect with self‐assessment [48]. The goal is to design a sustain-
each stage of the real project. At the same time, the TBL able process that provides the comprehensive and
approach can evaluate students' formative ability objective assessment of student progress as well as the
through the iterative cycle of each stage, which is helpful feedback of the personalized satisfaction and program
to cultivate students' ability. effectiveness [49].
TA BLE 1 Comparison of three learning models
Category Advantage Disadvantage
Cooperative problem‐ Open teaching, the teaching process to discuss the Implementation is difficult to monitor and difficulties
based main concepts, the formation of a cooperative in balancing the depth and breadth of the
learning (CPBL) learning atmosphere, improvement of the syllabus [30]
students' team problem‐solving ability [29]
Problem and project‐ Student‐centered, combines theoretical knowledge Resource‐intensive, usually every ten students need a
based learning (PBL) with problems organically, and students learn tutor. The design and addressing of questions
specific technical content through projects [43] mainly depend on teachers' personal experience,
which may be heterogeneous [44]
Team‐based Flexible implementation, less demand for teachers Students master the content through repeated
learning (TBL) and lower dependence on teachers [45] iterations of the three‐step process [46]

3 | METHODOLOGY thereby supports graduates' BIM competency and

long‐term career development prospects.
3.1 | Research framework (2). Team formation: Teams are formed in such a way
that, according to the GPA ranking adopted for the
The framework supporting the research study is di- first 3 years of the university, the average perfor-
vided into five parts. First, the study reviewed BIM mance is balanced with teams having a similar ratio
education and capstone projects in MEP systems, TBL, and of male to female students. A team captain is se-
360‐degree evaluation feedback in education. Second, lected within the team. The class has 50 students
the pedagogical approach of TBL was de- signed, and 10 learning teams.
which is combined with 360‐degree evaluation feedback (3). Instructors: A total of seven instructors are involved,
in the BIM capstone. This BIM capstone project including three teachers, one MEP cost estimator
approach (i.e., TBL combined with BIM 360‐ degree tutor, one MEP design teacher, one BIM expert, and
evaluation feedback) aims to guide students and four general industry experts.
teachers in MEP systems teaching and practice, and its (4). Teaching resources: A multimedia classroom with
teaching content can be adjusted according to the needs 60 computers controlled by the host computer, in-
of specific engineering disciplines. Third and through stalled with Revit 2016, Magicad, Navisworks,
adopting a university in China as an example, TBL was Guanglianda, GQI, and GBQ pricing software.
combined with 360‐degree evaluation feed- back in the (5). Teaching progress plan: The BIM capstone project
BIM capstone, followed by the use of 360‐ degree runs for 16 weeks. According to the corresponding
evaluation feedback to evaluate students' learning teaching requirements, a capstone progress plan is
outcomes and their BIM competency. Finally, there was a prepared, and instructors meet with students to
discussion of the students' team ability, professional solve problems in joint meetings twice a week.
abilities, and BIM competency, and the BIM capstone Figure 3 provides the Capstone progress plan.
project's benefits and suggestions forimprovements
were identified. The research frame- work is shown in
Figure 2. 3.3 | Research method

Referring to the experimental design of Yilmaz Ince and

3.2 | Organization of the BIM capstone Koc [50], this study adopts the experimental research
project teaching method, where a case study method was used to describe
in detail the BIM capstone project. The purpose is to
The BIM capstone project is organized as follows: adopt the new capstone project combined with TBL and
360‐degree evaluation feedback as an intervention mea-
(1). Teaching objectives: The engineering course relies sure to measure its impact on BIM ability. Due to the
on graduate‐centered capstone projects, and culti- limited number of students in this major and the same
vates graduates' cognitive methods, professional learning resources and environment for all participants
ethical awareness, and skills as the teaching goal. It as well as the need to meet the requirements of
 BIM education and 360-Degree Evaluation
Team-Based Learning
capstone in MEP Feedback

Organization of the BIM

BIM capstone
capstone project Research methodology
Pedagogical Design
teaching

Case study TBL facilitated BIM Capstone results

background capstone profiles

Capstone grade and

Student and instructor Student and instructor
students' BIM
evaluation feedback
competency

Discuss students' Recommendation on The benefits of the

teamwork ability/professional BIM capstone BIM capstone
ability/BIM comptency project project

FI GU RE 2 Research framework. BIM, building information modeling; MEP, mechanical, electrical, and plumbing

Task duration
Total 16 weeks

1 Week˄8h˅ Self-study software

Engineering drawing ability
Reading engineering drawings

Build the MEP model Engineering drawing ability

3 Weeks˄24h˅ ˄Magicad˅ and modeling ability

Model collision check Coordination and

3 Weeks˄24h˅ (Navisworks) optimization ability

Software calculations
3 Weeks˄22h˅ Quantities (GQI2018) Cost estimation ability

Calculate MEP engineering

3 Weeks˄26h˅ cost (GBQ) Cost estimation ability

Organize the capstone results

1week˄8h˅ (Capstone process logbook ) Teamwork ability

Professional ethics education

1week˄12h˅ (Situational Teaching) Professional ethics

1week˄18h˅ Capstone defense Teamwork ability

FI GU RE 3 Capstone progress plan. MEP, mechanical, electrical, and plumbing

graduation audit and graduate smoothly, it was not of the experimental design helps to explore the potential
possible to form a control group. Therefore, we employed value of new teaching methods and curriculum innova-
a set of experimental designs for comparative testing to tion, which is suitable for the experimental situation of
identify the impact of the implementation of the new this study [51]. The data collection process of this study
capstone program. The comparison of the learning effect includes a semi‐structured interview, evaluation criteria
for capstone results, capstone scores and comparative test protection system, and HVAC. The case, which involved
scores, and review of the capstone process logbook. BIM system visualization, multiprofessional collision
inspection, and coordination and optimization accord-
ing to the MEP model, was convenient for demon-
3.4 | Measures strating engineering cost budget control and cost
management.
The results from the evaluation criteria are formulated by
the instructor and industry experts according to an
agreed‐upon evaluation scale (see Supporting Informa- 4 | RESULTS
tion Appendix A) and are sent to students in the capstone
preparation stage. To verify the effectiveness of the BIM 4.1 | Data analysis
capstone project, after completion of the implementation
stage, students independently complete the task amount of According to the course outcomes, all 50 students who
the first floor of the case (the task lasts for one week). participated in the BIM capstone project passed the
Except for the TBL and 360‐degree evaluation feedback, course examination successfully, with an excellent aver-
the remaining parts of the teaching model are consistent age mark of 80% and a pass rate of 100%. The compara-
with the BIM capstone pedagogic design. In addition, tive test data of the BIM capstone project are analyzed
through the development of the capstone process log- and shown in Table 2.
book, students are required to record their learning ex- After the use of the 360‐degree evaluation feedback
perience, personal reflection, and views every day. As a method combined with the TBL teaching model (in-
real record of data on the learning process, this approach cluding measurement of the minimum and maximum
also provides abundant qualitative data for research. Fi- score), the average score of students is higher than that of
nally, the semi‐structured interview method is used to students without using the proposed method in this
understand the effect of the teaching mode, the existing study. In this study, the t test of relevant samples was
problems, and the cultivation of students' ability. Re- used to test the difference of data, and the significance of
spondents included all participants in the BIM capstone the difference is shown in Table 3.
projects. The inclusion of a wider set of interviewees As can be seen from the table, the df = 49, p < .05.
provides a broader and more detailed perspective on the Therefore, at the significance level of 0.05, this data in-
effectiveness of the capstone project approach through dicate that after the application of the teaching mode
capturing the views of the different types of actors in- based on TBL and 360‐degree evaluation feedback
volved in the process. Each interview lasted approxi- method, the BIM capstone project implementation score
mately 45 min and was recorded with a voice recorder. and individual independent test score have a significant
After each interview, the audio recordings were imported difference. According to the above analysis, the BIM
into NVivo software for transcription and coding. capstone project design based on TBL and the 360‐degree
evaluation feedback method has been shown to improve
students' academic performance.
3.5 | Case study

The capstone case study was based on a teaching 4.2 | TBL facilitated the BIM capstone
building installation project at a university in Sichuan project
Province in China. The project is a multistory building
with a total construction area of 62,750 m2, building height The BIM capstone project consists of three integrated phases
of 22.2 m, and a total of five floors. The scope of the of TBL (i.e., preparation phase, application phase, and eva-
capstone project requirements included: sanitary water luation phase), which iterates across the whole project cycle.
supply and drainage system, electrical system, fire The integration framework for the BIM capstone project,

TA BLE 2 Descriptive statistics

N Minimum Maximum Mean Standard deviation
BIM capstone project implementation score 50 60 99 78.32 10.741
Individual independent test score 50 67 100 85.44 9.307
Abbreviation: BIM, building information modeling.
which is based on the TBL model, is summarized as follows templates and digital tasks are designed and in-
(the framework is shown in Figure 4): tegrated into engineering project teaching. This
approach is helpful for students to understand
(1). Self‐study phase: In the capstone preparation phase, the engineering project changes brought about by
students self‐study the basic operation of BIM soft- the technological change in the digital work scene.
ware, such as Magicad, Navisworks, GQI, and GBQ. (3). Evaluation feedback phase: Through the use of the
This approach cultivates lifelong learners who can 360‐degree evaluation feedback method, the eva-
adapt to new technological advances in the rapidly luation results are immediately fed back to the stu-
changing industry. dents and teachers. The students and industry
(2). Application practice phase: According to the needs experts assess the gap between the professional level
of the construction industry, students need to in- of the students and the corresponding industry
crease their awareness of digital technology and standards. Students can gain practical experience
enhance their competitiveness. Therefore, learning before graduation so that they can solve the pro-
blems and challenges they may face in the real work
TA BLE 3 Descriptive statistics and t test results for the environment.
comparison score
Individual
BIM capstone project 4.2.1 | Team meeting
Type test score
Mean 78.32 85.44 In addition to the instructors responding to student
queries twice a week, team members organize discus-
η2
sions and facilitate learning on their own after en-
Sample 50 50 countering issues and problems during the capstone
df 49 process. If the problem cannot be resolved afterthe
meeting, the team leader records the problem and
P(T ≤ t) 0.000321
asks the instructor for help. The interdisciplinary
t 1.839 collaboration elements of Industry 4.0 are embedded in
Abbreviation: BIM, building information modeling. the process of team learning, which is conducive to

Feedback evaluation
Team-based learning Self-study phase Application practice phase
phase

Capstone Model design Coordination and Cost estimation Results

preparation phase phase optimizationphase phase exhibition phase
Model collision Software Organize periodic
Team formation Electrical check calculations results
MEP (A team of 5 people) systems
Model coordination Engineering Capstone team
systems Clear capstone
Water optimization cost defense
tasks and
BIM systems
requirements
capstone
Reading engineering
project drawings HVAC
specifications and system
related information

Fire
Software required
protection
for self-study
system

GBQ Pricing
Magicad Navisworks
Software Software
Software Software
GQI 2018

FI GU RE 4 TBL facilitated BIM capstone. BIM, building information modeling; HVAC, heating, ventilation, and air conditioning; MEP,
mechanical, electrical, and plumbing; TBL, team‐based learning
FI GU RE 5 Formative evaluation system
diagram. BIM, building information modeling Enhance students' BIM competency

Teaching objectives

Achieve Achieve
Guide Guide

Students Self -reflection Instructors teaching adjustment

Capstone process logbook Industry expert guidance

Students Instructors

Feedback Feedback
Evaluation Feedback
Capstone
evaluation

Team-Based Learning 360°Feedback evaluation

BIM capstone project for engineering majors

strengthening students' cooperation ability and commu- After each phase is completed, the results of the phase are
nication ability. Furthermore, the integration of Industry evaluated in accordance with the evaluation criteria, using
4.0's multidisciplinary collaboration elements into the the 360‐degree evaluation feedback method. As a con-
team learning process is conducive to strengthening sequence of the collective meetings, students receive the
students' collaboration and communication skills. The evaluation results at the optimal time. Students reflect on
BIM capstone student samples are shown in Supporting the evaluation feedback themselves and record their re-
Information Appendices A and B. flections in the capstone process logbook. At the same
time, the instructor is required to make teaching adjust-
ments to help students correct any issues and mistakes to
4.3 | 360‐degree evaluation feedback of improve the students' professional skills during this phase.
BIM capstone project The evaluation system is shown in Figure 5.
The process of delivering 360‐degree evaluation
Formative evaluation is defined as the iterative process of feedback is mainly divided into self‐evaluation and the
establishing what, how much, and how well students are evaluation of others (i.e., peer evaluation). In this case,
learning in relation to the learning outcomes to inform the assessors are students themselves and the student
tailored formative feedback and support further learning. team captains, as well as instructors and industry experts.
Such a pedagogical strategy can be more productive when The evaluation process is divided into three main steps.
the evaluation role is effectively shared among the in- During the first step, at the end of each phase of the
structor, peers, and the individual learner [52]. This eva- capstone project, each team is required to collate the results
luation score for a capstone project does not adopt a of that phase, and explain and display the results to other
routine final evaluation but instead goes through a for- students and teachers. After the report is completed, the
mative evaluation process. Capstone results evaluation results of each stage of the evaluation are scored according
criteria (see Supporting Information Appendix C) are sent to the result evaluation criteria (see Supporting Information
to students during the capstone preparation phase. The Appendix C). The evaluator then completes the final result
purpose of this evaluation standard is to ensure that stu- evaluation form (see Supporting Information Appendix D).
dents understand the importance of the learning outcomes. The evaluation weightings include instructors (40%),
 Student's BIM competency in MEP systems

Coordinated optimization
drawing ability ability

Feedback enhancement

member Results Profiles

Capstone specification
Evaluation
Capstone team
defense

360-degree feedback evaluation

FI GU RE 6 360‐degree evaluation feedback frame diagram. BIM, building information modeling; MEP, mechanical, electrical, and
plumbing

industry experts (30%), student team captains (20%), and exercises for future teamwork in post‐BIM projects.TBL
student team members (10%). The 360‐degree evaluation provides an interactive environment for students to
feedback framework is shown in Figure 6. understand the application of BIM technologyin
During the second step, the instructor and industry engineering projects. Students' problem‐based
experts discuss the team's report and develop specific collaborative learning improves their participation and
learning feedback for the student team. At the same time, enthusiasm, thus endowing them with the ability of
the student team conducts internal discussions and un- thinking and autonomous learning [53]. The team‐
dertakes overall and personal assessments of the team. related cooperation of team members is helpful to solve
After 10 min, the students summarize the self‐assessment problems successfully and therefore enhances team
and team member assessments and report the results cooperation and communication ability. Indeed, 70% of
back to the instructors and industry experts. The in- the interviewees mentioned that they are influenced by
structors and industry experts also undertake an assess- team members and stimulated by the gaps between the
ment and provide feedback to the students. teams. Moreover, they adopt a positive learning attitude
During the third step, students collate the feedback to improve their mastery of professionalknowledge,
results and record them in the capstone process logbook. and improve teamwork efficiency and learning
Content in the logbook can include learning experiences efficiency.
and areas for improvement.
To enhance the professional skills of students, the
capstone project evaluation includes a number of differ- 5.2 | Professional abilities
ent aspects in all phases of the BIM capstone, including
evaluation, feedback, adjustment, and the overall as- (1). Engineering drawing ability
sessment cycle. The multirole evaluation results in the Students use software to convert 2D drawings to
360‐degree evaluation feedback help to understand the 3D models. This is helpful to improve students'
gap between students' current performance and learning spatial imagination and master the reading of
outcomes, thereby helping to fill in knowledge gaps. various standards and related documentation. It has
improved students' ability to master and use the
basic knowledge of drawing. Indeed, 75% ofthe
5 | DISCUSSION interviewees mentioned that they could read the
drawings of the MEP project, understand the
5.1 | Teamwork ability relationship between the drawings, consult the
atlas and specifications skillfully, and were able to
Team learning improves student participation, clarifies establish the three‐dimensional model in accordance
roles and tasks in the team, and can help in previewing with the requirements of the drawings.
 |

(2). BIM modeling ability students' BIM competency. For example, Tutor 2 de-
When the BIM model is established, students are scribed the employment situation of graduates as follows:
required to master common BIM software operation “From the students' capstone outcomes, we can find that
knowledge. Their independent ability of BIM mod- the students are very devoted, and everyone actively
eling and scheme simulation is cultivated. In this discusses and actively learns new knowledge in each
regard, 80% of interviewees mentioned that they had meeting, According to the return visit from the graduate
mastered practical BIM technology and improved employers, the employers affirmed the students' ability.”
BIM modeling skills. According to the engineering Industry Expert 1 said: “According to the capstone
requirements, the relevant drawing data of the achievement grading standard, students are scored.
model are exported. Judging from the capstone achievements and outcomes,
(3). MEP coordination and optimization ability they have mastered the professional skills and meet the
The problem of collision detection among dif- needs of employment positions.”
ferent disciplines of MEP systems is a key technical The students described a series of views on the acqui-
difficulty of BIM application. In fact, it is the process sition of professional ability and BIM competency. The
of simulating construction. The space problems BIM capstone project had a positive impact on the culti-
hidden in the drawings can be easily exposed to vation of their ability and the student interview data re-
solve the problems of mistakes and collisions, which inforced the skills that students acquired in the capstone.
can improve the design quality and reduce the de- However, the interviewed students and instructors thought
signer's on‐site service time. On this matter, students that there were still some problems in the BIM capstone
mastered the concept and application of different project, and corresponding suggestions were provided,
BIM software and Navisworks. The quality of com- which will be further discussed in the next section.
munication between different majors was improved,
and students' communication and coordination
abilities were also cultivated. 5.4 | TBL
(4). Cost estimation ability
Students use the BIM model to quickly obtain the This paper describes the teaching process of how to de-
engineering parameter information and master the sign TBL, 360‐degree evaluation feedback, and a BIM
interaction specification between BIM software. capstone project in a broad sense, as shown in Figure 4,
They also gained the ability to use BIM tools for and lists the software learning and implementation pro-
quantity estimation and cost budgeting. The BIM cess. Through TBL, educators and students can prepare
construction model was used to estimate the area and carry out BIM capstone project in three stages. (a) In
and material cost of the model in detail, and they a BIM capstone project, students' autonomous learning,
made a general and detailed construction budget peer‐directed learning, and teacher‐assisted question
table to form the project cost plan. answering are combined to improve students' participa-
tion and problem‐solving ability. So as to reduce the
number of instructors and effectively integrate educa-
5.3 | BIM competency tional resources [54]. (b) A BIM capstone project only
specifies the achievement requirements and learning
Across the 16 weeks capstone project and under the objectives and does not set specific questions and an-
guidance of the teaching staff, the students completed the swers. It allows students to play freely, which helps to
project according to the capstone assignment require- stimulate students' potential and innovative conscious-
ments. It was found that teamwork ability, professional ness. To reduce the impact of the differences in the depth
ability, and professional ethics awareness of the students and breadth of the syllabus, problem design and teachers'
were all enhanced, and it is suggested that the students experience on the heterogeneity of students' perfor-
will eventually possess greater BIM competency and mance. (c) The use of multisource assessment in TBL can
competitiveness in the job market. Indeed, 80% of the increase the sense of responsibility among team members
respondents talked about “obviously feeling that they can [46]. In this study, a 360‐degree feedback evaluation
solve professional problems better than before,” or “I method is used to evaluate the whole process and the
have a clearer understanding of the BIM competency that multiple levels in each stage, to provide immediate
MEP systems need to master,” or “I am confident in my feedback for students and teachers, and to effectively
future job opportunities.” monitor the implementation of TBL and students'
The interview data from tutors on the program pro- learning effects. (d) In the future, we should combine the
vides different perspectives on the feedback of the elements of CPBL, PBL, and TBL to provide teaching
methods that conform to the current BIM teaching de- The division of tasks and appointment of team
sign principles, so as to combine the advantages of the captains require the guidance of instructors to
three and improve the teaching impact. strengthen team training and education; (b) The
team should formulate task arrangements and pro-
ject schedules to identify member responsibilities;
5.5 | Implications for research and (c) The number of team group meetings should
be increased to maintain the frequency and quality
TBL and multisource feedback are highly effective and of communication within the team.
widely used methods in the field of education. However, (2). There is a need to strengthen the cooperation be-
both of these approaches are hitherto used in an ad hoc tween engineering schools at universities and in-
manner in the teaching process As such both TBL and dustrial enterprises. This helps to increase the level
multisource feedback have not been systematically of guidance provided by senior engineers from the
combined into an integrated BIM educational program industry, builds an educational base for professional
and there have been no in‐depth case study investiga- talent training needs, provides BIM‐related skills
tions of such an approach [55]. With the goal of in- training for engineering majors, and improves the
tegrating TBL and the 360‐degree evaluation feedback employability of students. Indeed, around 50% of
method into a teaching case study of the BIM capstone interviewees believed that the theoretical knowledge
project, this study investigates the benefits of integrating of the engineering school at the university alone
the two methods. One of the most important insights of could not meet the needs of the industry since
this study is to describe how the teaching method is there was a lack of practical experience and students
based on the workflow of a real construction project were not fully qualified for jobs. The guidance and
along with providing a pedagogical design. The study best practices provided by industry engineers should
also embeds visualization technology, BIM and be strengthened to ensure that students can effec-
computer‐aided software application and evaluation, and tively cross the university‐industry divide. Industry
clarifies the application principles, core guiding elements engineers can also strengthen students' professional
and comprehensive application teaching strategies of ethics awareness and education.
TBL and the 360‐degree evaluation feedback method. (3). It is proposed to establish an electronic file of stu-
The results of this study can also be used to develop a dent development records and a suggestion box for
benchmark for integrating TBL and 360‐degree evalua- professional program enhancement, thereby pro-
tion feedback into teaching. A further contribution is to moting professional development. In this case, 50%
use the case study method to explain how to apply TBL of interviewees believed that the capstone process
and the 360‐degree evaluation feedback method in the logbook recorded their own reflections and could act
BIM capstone project. The reflective experience collected as a reminder to avoid repetition as well as record
from the case application of this teaching mode provides the learning experience of others. However, the pa-
a reference for future application and can be used to per logbook cannot be viewed until after program
develop new teaching case studies. In addition, the study graduation so it is recommended to establish in-
provides teachers with insights on how to improve en- dividual electronic development records that are
gineering students' professional skills. easily accessible by students, parents, and en-
gineering schools at universities. At the same time, it
is also recommended that engineering schools listen
5.6 | New engineering capstone project: to the suggestions of engineering construction pro-
Challenges and benefits grams, which should be formulated by students,
professional instructors, and industry experts.
In the interviews, three specific measures were proposed to
solve or avoid problems associated with the BIM
capstone project and also improve students' BIM com- 5.7 | Benefits to the COVID‐19 public
petency. Additionally, suggestions were made to help health crisis
students strengthen their professional abilities, improve
the quality of engineering education, and meet the needs of The COVID‐19 public health crisis has brought hitherto
the labor market. The three measures are as follows: unknown crises and challenges to global education, and
is accelerating global educational reforms to reduce
(1). Appropriate suggestions for the application of TBL the negative impact of the epidemic on the education
in BIM‐based education include the following: (a) system [56]. On this matter, the OECD (Organization for
 |

Economic Co‐operation and Development) Global Re- self‐evaluation helps students to reflect and guide their
search Report highlights that the education system has own development. The timely feedback of the evaluation
recently undergone profound changes due to the current results helps students ascertain the differences in the
pandemic [57]: evaluation results and also helps students to analyze the
reasons behind issues encountered and mistakes tobe
• During COVID‐19 school closures have resulted in the addressed. Furthermore, students are able to accumu-late
rapid adoption of remote online learning as a new experience from the mistakes of their peers and gain
teaching mode. greater benefits from this peer‐to‐peer interaction. In ad-
• The application of educational digital technology has dition, through the "microinsertion" method [58], the
been found to promote blended teaching as well as "small units of ethics" of a week will be integrated into the
more collaborative teaching through emphasizing BIM capstone design project, so as to enhance the moral
knowledge and resource sharing. reasoning of students and educate them to become en-
• Online and remote learning requires increased student gineers responsible for society and the environment.
engagement and there is also a need to ensure the
integrity and sustainability of student evaluation.
5.7.2 | Benefits for teachers
In response to the COVID‐19 pandemic, necessary
measures must be taken to ensure that the BIM capstone Adoption of the 360‐degree evaluation feedback (i.e.,
project approach adapts to the post‐COVID‐19 teaching two‐way feedback) provides more information to support
and learning environment. Such measures are as follows: the instructor's teaching activities and helps to appreciate
(a) The real case selection of the BIM capstone subject the learning dynamics of the students on the capstone
should be related to the environment in which students project [59]. This also helps to inform any adjustments
are residing. For example, the teaching building case in required to the syllabus and program content, thereby
this study could be replaced by the residential case, ensuring that the knowledge gap of the students is ade-
which is closer to the student's daily life; (b) The set of quately addressed. As identified by industry experts, a
learning outcomes should be structured in an appro- large number of modules are often lost when students
priate form for a team, and learning should be promoted import GQI software from Navisworks software and in
through team partners to enhance students' participa- many cases they do not know how to solve such pro-
tion. In addition, the team captain can regularly change blems. This highlights that the current teaching of pro-
other members of the same team to enhance students' fessional software for students is lacking in the
ability of long‐distance communication and collaborative interoperability teaching between BIM software. In the
learning; (c) The evaluation subjects can where appro- future, multidisciplinary teaching content and inter-
priate increase the number of students' family members, operability content between professional software need
which is closer to the actual situation of students to be included in the overall provision of professional
studying at home during the epidemic period so as to software teaching.
ensure the authenticity and diversity of the evaluation;
(d) Focus on cultivating students' information literacy
and computer ability. For example, in addition to the 5.7.3 | Benefits for industrial companies
BIM software operation ability required in this study,
students' online resource acquisition ability and online The BIM capstone project has been developed and im-
learning skills can also be increased; (e) Expand colla- plemented by the university and in conjunction with
boration among stakeholders through digital technology in industry companies. Two main sources of graduates have
education, such as through multidisciplinary colla- knowledge of BIM in the built environment application.
boration between professions, school and community The first is the professional training of existing employ-
collaboration, and collaboration between teachers and ees within the industrial company, and the second is via
parents of students. the education provided by engineering and architectural
colleges and universities. Moreover, engineering educa-
tion strengthens the connection with employment, and
5.7.1 | Benefits for students provides industrial companies with the environment and
opportunity to train new employees or test new work-
In the process of evaluating others, students are able to flow. Industrial companies can save the cost of post
cultivate their ability to critically examine a situation as employment training for graduates [11,60]. The techno-
well as exercising decision‐making skills. Furthermore, logical revolution of Industry 4.0 can be harnessed to
help improve the connection between engineering edu- capstone results, and this was facilitated through as-
cation and industry demand, where the BIM capstone sessment according to the program learning outcomes
project supports the sustainable development and growth and use of the results evaluation standards set by the
of the bilateral interests of higher education institutions Washington Accord's graduate attributes in the IEA. This
and enterprises. approach further strengthens the students' BIM compe-
tencies and graduate attributes. The results have high-
lighted the effectiveness of the BIM capstone project and
5.7.4 | Benefits to professional development provided pedagogical insights and best practice for en-
gineering education involving BIM technology im-
Universities have a clear and specific objective on the plementation. This BIM capstone project can be widely
provision of professional development and training used in the field of engineering education, and its
through the instructors' analysis of students' capstone teaching content can be adapted according to the needs
outcomes and the problems addressed in the capstone of the specific engineering discipline, which includes an
process. This will help with updating professional de- extension to the (AECO) Industry 4.0 technological
velopment programs. For example, educators participat- paradigm.
ing in this study found that students have not yet reached The limitation of this study is that the capstone pro-
a balance between teaching theory and software tools. In ject is only related to MEP modeling, model coordination
the future, the school will need to increase the proportion optimization, and cost estimation and does not involve
of professional technology courses in the curriculum interdisciplinary joint design work. Also, the data in this
system to support the teaching and learning of profes- study are not intertemporal data. Therefore, future re-
sional software. search work should be oriented toward interdisciplinary
BIM learning to increase the practicality of TBL and 360‐
degree evaluation feedback and further expand the
6 | CONCLUSIONS, teaching content.
LIMITATIONS, AND
FUTURE WORK ACKNOWLEDGMENTS
This study is supported by the 2020 UK‐China‐BRI
Enhanced BIM competencies for the AECO sector are (Vietnam/Indonesia) Education Partnership Initiative;
urgently needed if Industry 4.0 is to be effectively adop- Emerging Engineering Education Research and Practice
ted across the construction industry; engineering educa- Project of Ministry of Education of the People's Republic of
tional programs have a key in realizing this important China (No. E‐GKRWJC20202914); Shanxi Province Higher
objective. This empirical research study has identified Education Teaching Reform Project (No. 19BZ016); Na-
that the unique combination of TBL and 360‐degree tional Social Science Fund projects (No. 20BJY010); Na-
evaluation feedback as part of the engineering capstone tional Social Science Fund Post‐financing projects (No.
project plays an important role in cultivating, evaluating, 19FJYB017); Education Funding of Master of Engineering
and acquiring educational capacity as part of under- Management in China (No. 2017‐ZX‐004); Shaanxi Social
graduate engineering majors. This is the first study to Science Fund (No. 2017S004); List of Key Science and
focus on the relationship between 360‐degree evaluation Technology Projects in China's Transportation Industry in
feedback and TBL integration to enable BIM compe- 2018‐International Science and Technology Cooperation
tencies in MEP systems for engineering students. The Project (Nos. 2018‐GH‐006 and 2019‐MS5‐100); Shaanxi
results of the case study investigation highlight that all‐ Province Civil Engineering "first‐class professional" project
round evaluation feedback and practice cultivate BIM (Nos. 300103292804 and 300103282803); Special Fund
competencies. The results also indicate that teamwork for Graduate Student Education Reform of Central
ability has an important impact, especially in the cycle of College, Chang'an University (Nos. 300103202362 and
evaluation, feedback and improvement via reflection, 300103102381); Fundamental Research for Education
which plays a key role in the development of students' Reform of Central College, Chang'an University (Nos.
BIM competencies. 300104292305 and 300104292304); Fundamental Research
This study has proposed an innovative BIM capstone for Funds for the Central Universities (Humanities and
project where students are guided to complete the mod- Social Sciences), Chang'an University (Nos. 300102231641
eling, optimization, and cost estimation of mechanical and 300102230612).
and electrical installation engineering through BIM‐
enabled collaboration. The study involved the 360‐degree CONFLICT OF INTERESTS
evaluation feedback method to formally evaluate the The authors declare that there are no conflict of interests.
 |

DATA AVAILABILITY STATEMENT 14. M. B. Barison and E. T. Santos, The competencies of bim spe-
The data that support the findings of this study are cialists: A comparative analysis of the literature review and job
available from the corresponding author upon reasonable ad descriptions, Comput. Civil Eng. 2011 (2011), 594–602.
request 15. M. B. Barison and E. T. Santos, A theoretical model for the
introduction of bim into the curriculum, Proceedings of 7th
International Conference on Innovation in Architecture, En-
ORCID gineering and Construction (AEC 2012), August 15–17, 2012.
Jingxiao Zhang http://orcid.org/0000-0002-0857-6835 16. B. Succar and W. Sher, A competency knowledge‐base for bim
learning, Australas. J. Constr. Econ. Build. Conf. Ser. 2 (2014),
REFERENCES no. 2, 1–10.
1. A. Gerrard, J. Zuo, G. Zillante, and M. Skitmore, Building 17. J. Zhang, W. Wu, and H. Li, Enhancing building information
information modeling in the Australian architecture engineer-ing modeling competency among civil engineering and management
and construction industry, Handbook of research on students with team‐based learning, J. Prof. Iss. Eng. Educ.
building information modeling and construction informatics: Pract. 144 (2018), no. 2, 05018001.
Concepts and Technologies, Information Science Reference, 18. M. Uhm, G. Lee, and B. Jeon, An analysis of bim jobs and
United States, 2010, pp. 521–545. competencies based on the use of terms in the industry, Autom.
2. P. Schönbeck, M. Löfsjögård, and A. Ansell, Quantitative re- Constr. 81 (2017), 67–98.
view of construction 4.0 technology presence in construction 19. D. Zuppa, R. R. A. Issa, and P. C. Suermann, Bim's impact on
project research, Buildings 10 (2020), no. 10, 173. the success measures of construction projects, Comput. Civil
3. R. Maskuriy, A. Selamat, K. N. Ali, P. Maresova, and Eng. 2009 (2009), 503–512.
O. Krejcar, Industry 4.0 for the construction industry—How 20. A. A. Latiffi, J. Brahim, and M. S. Fathi, The development of
ready is the industry? Appl. Sci. 9 (2019), no. 14, 2819. building information modeling (bim) definition, Appl. Mech.
4. S. P. Low, S. Gao, and E. W. L. Ng, Future‐ready project and Mater. 567 (2014), 625–630.
facility management graduates in singapore for industry 4.0: 21. P. Yung, J. Wang, X. Wang, and M. Jin, A bim‐enabled mep
Transforming mindsets and competencies, Engineering, coordination process for use in china, J. Inf. Technol. Constr. 19
Constr. Archit. Manag. 28 (2019), 270–290. (2014), 383–398.
5. A. Behan, M. Mathews, K. Furlong, C. Ahern, U. Beagon, 22. L. Wang and F. Leite, Comparison of experienced and novice
P. Brennan, C. Conway, L. Corcoran, P. Fahy, and A. Hore, bim coordinators in performing mechanical, electrical, and
Cultural change through bim: Driving lean transformation in plumbing (MEP) coordination tasks, Constr. Res. Cong. 2014
education, CITA BIM Gathering 2015, November 12th‐13th. (2014), 21–30.
6. Y. Q. Xiao, S. W. Li, and Z. Z. Hu, Automatically generating a 23. T. M. Korman and L. Huey King, Industry input for con-
MEP logic chain from building information models with iden- struction engineering and management courses: Development ofa
tification rules, Appl. Sci. 9 (2019), no. 11, 2204. building systems coordination exercise for construction en-
7. Z. Z. Hu, J. P. Zhang, F. Q. Yu, P. L. Tian, and X. S. Xiang, gineering and management students, Pract. Period. Struct. Des.
Construction and facility management of large MEP projectsusing Constr. 19 (2014), no. 1, 68–72.
a multi‐scale building information model, Advances in 24. J. J. Pembridge and M. C. Paretti, Characterizing capstone
Engineering Software 100 (2016), 215–230. design teaching: A functional taxonomy, J. Eng. Educ. 108
8. F. Bosché, M. Ahmed, Y. Turkan, C. T. Haas, and R. Haas, The (2019), no. 2, 197–219.
value of integrating scan‐to‐bim and scan‐vs‐bim techniques for 25. S. Yahya, M. Moghavvemi, H. A. F. Almurib, and H. Al Rizzo,
construction monitoring using laser scanning and bim: The case of A labview module to promote undergraduate research in
cylindrical MEP components, Autom. Constr. 49 (2015), 201–213. control of ac servo motors of robotics manipulator, Comput.
9. J. Wang, X. Wang, W. Shou, H. Y. Chong, and J. Guo, Building Appl. Eng. Educ. 28 (2020), no. 1, 139–153.
information modeling‐based integration of MEP layout designs 26. R. Graham, The global state of the art in engineering educa-
and constructability, Autom. Constr. 61 (2016), 134–146. tion, Massachusetts Institute of Technology (MIT) Report,
10. L. Wang and F. Leite, Formalized knowledge representation for Massachusetts, USA (2018).
spatial conflict coordination of mechanical, electrical and 27. International Engineering Alliance, Graduate attributes and
plumbing (MEP) systems in new building projects, Autom. professional competency, 2013. https://www.ieagreements.
Constr. 64 (2016), 20–26. org/assets/Uploads/Documents/Policy/Graduate-Attributes-
11. R. R. Issa, Advanced construction information modeling: and-Professional-Competencies.pdf
Technology integration and education, (I. F. C. Smith and 28. K. M. Yusof, S. A. H. S. Hassan, M. Z. Jamaludin, and
B. Domer, eds.), Workshop of the European Group for N. F. Harun, Cooperative problem‐based learning (CPBL):
Intelligent Computing in Engineering, Springer, Cham, Framework for integrating cooperative learning and problem‐
Switzerland, 2018, pp. 311–335. based learning, Procedia Soc. Behav. Sci. 56 (2012), 223–232.
12. K. Miller, C. Farnsworth, and J. Weidman, Integrating in- 29. S. A. Helmi, K. Mohd Yusof, M. S. Abu, and S. Mohammad,
dustry bim practices into university curriculum, 2013 ASEE An instrument to assess students' engineering problem solving
Annual Conference and Exposition, 2013. ability in cooperative problem‐based learning (CPBL), 2011
13. X. Li and Q. Liao, Research on the computer‐aided teaching ASEE Annual Conference and Exposition, 2011.
model of the engineering management specialty based on bim in 30. K. Mohd Yusof, S. Helmi, M. Z. Jamaludin, and N. F. Harun,
china, Comput. Appl. Eng. Educ. no. 2 (2021), 321–328. Cooperative problem‐based learning (CPBL): A practical PBL
 model for a typical course, Int. J. Emerg. Technol. Learn. 47. K. Rodgers and C. Manifold, 360‐degree feedback: Possibilities for
6 assessment of the ACGME core competencies for emer- gency
(2011), no. 3, 12–20. medicine residents, Acad. Emerg. Med. 9 (2002), 1300–1304.
31. J. Chen, A. Kolmos, and X. Du, Forms of implementation and 48. C. A. Jones, F. S. Watkins, J. Williams, A. Lambros,
challenges of PBL in engineering education: A review of lit- K. E. Callahan, J. Lawlor, J. D. Williamson, K. P. High, and
erature, European, J. Eng. Educ. (2020), 1–26. H. H. Atkinson, A 360‐degree assessment of teaching effective-
32. J. R. Savery, Overview of problem‐based learning: Definitions ness using a structured‐videorecorded observed teaching exercisefor
anddistinctions, Interdiscip. J. Probl. Based Learn. 1 (2006) no. faculty development, Med. Educ. Online 24 (2019), no. 1,
1. 1596708.
33. J. Zhang, H. Xie, and H. Li, Project based learning with 49. C. L. Cormack, E. Jensen, C. O. Durham, G. Smith,
im- plementation planning for student engagement in bim and B. Dumas, The 360‐degree evaluation model: A method for
classes, Int. J. Eng. Educ. 35 (2018) no. 1, 310–322. assessing competency in graduate nursing students.A pilot
34. L. K. Michaelsen, A. B. Knight, and L. D. Fink, Team‐ research study, Nurse Educ. Today 64 (2018), 132–137.
basedlearning: A transformative use of small groups, Praeger, 50. E. Yilmaz Ince and M. Koc, The consequences of robotics pro-
Westport, 2002. gramming education on computational thinking skills: An in-
35. R. J. Sisk, Team‐based learning: Systematic research review, tervention of the young engineer's workshop (yew), Comput.
J. Nurs. Educ. 50 (2011), no. 12, 665–669. Appl. Eng. Educ. 29 (2020), 191–208.
36. D. X. Parmelee and L. K. Michaelsen, Twelve tips for doing 51. M. U. Bers, L. Flannery, E. R. Kazakoff, and A. Sullivan,
effective team‐based learning (TBL), Med. Teach. 32 (2010), Computational thinking and tinkering: Exploration of an early
no.2, 118–122. childhood robotics curriculum, Comput. Educ. 72 (2014), 145–
37. L. K. Michaelsen, A. B. Knight, and L. D. Fink, Team‐based 157.
learning: A transformative use of small groups in college 52. J. W. Gikandi, D. Morrow, and N. E. Davis, Online
teaching, Sterling, Virginia, 2004. formative assessment in higher education: A review of the literature,
38. H. G. Murzi and Asee, Team‐based learning theory applied Comput. Educ. 57 (2011), no. 4, 2333–2351.
to engineering education: A systematic review of literature, 53. S. A. Helmi, K. Mohd Yusof, and F. A. Phang, Enhancement of
2014 ASEE Annual Conference, 2014. team‐based problem solving skills in engineering students through
39. V. Nguyen, H. D. Hai, N. K. Do, and D. T. Tran, cooperative problem‐based learning, Int. J. Eng. Educ. 32
Enhancing team collaboration through integrating social (2016), no. 6, 2401–2414.
interactions in a web‐based development environment, 54. D. Dolmans, L. Michaelsen, J. Van Merrienboer, and
Comput. Appl. Eng. Educ. 24 (2016), no. 4, 529–545. C. van der Vleuten, Should we choose between problem‐ based
40. W. Dehaene, G. Gielen, G. Deconinck, J. Driesen, M. Moonen, learning and team‐based learning? No, combine the best of
B. Nauwelaers, C. Van Hoof, P. Wambacq, and Ieee, Circuits both worlds! Med. Teach. 37 (2015), no. 4, 354–359.
and systems engineering education through interdisciplinary 55. R. Sisk, Team‐based learning: Systematic research review, J.
team‐based design projects, 2011 IEEE Int. Symp. Circuits Sys. Nurs. Educ. 50 (2011), 665–669.
(ISCAS), (2011), 1195–1198. 56. A. Zuhairi, M. R. D. R. Raymundo, and K. Mir, Implementing
41. P. G. Koles, A. Stolfi, N. J. Borges, S. Nelson, and D. X. quality assurance system for open and distance learning in three
Parmelee, The impact of team‐based learning on medical Asian open universities: Philippines, Indonesia and Pakistan, Asian
students' academicperformance, Acad. Med. 85 (2010), no. 11, Assoc. Open Univ. J. 15 (2020), no. 3, 297–320.
1739–1745.
57. F. Reimers and A. Schleicher, Schooling disrupted, schooling
42. N. K. Zgheib, J. A. Simaan, and R. Sabra, Using team‐ rethought: How the covid‐19 pandemic is changing education.
basedlearning to teach pharmacology to second year medical OECD Publishing, 2020.
students improves student performance, Med. Teach. 32 58. J. Lönngren, Exploring the discursive construction of ethics in an
(2010), no. 2, 130–135. introductory engineering course, J. Eng. Educ. 110 (2021), no.
43. M. C. English and A. Kitsantas, Supporting student 1, 44–69.
self‐
59. D. D. Tee and P. K. Ahmed, 360 degree feedback: An integrative
regulated learning in problem‐and project‐based learning,
framework for learning and assessment, Teach. High. Educ. 19
Interdiscip. J. Probl. Based Learn. 7 (2013), no. 2, 6.
(2014), no. 6, 579–591.
44. B. J. Barron, D. L. Schwartz, N. J. Vye, A. Moore,
60. C. J. Zheng and H. Cheng, Development of engineering man-
A. Petrosino, L. Zech, and J. D. Bransford, Doing with un-
agement education in China, Front. Eng. Manag. 2 (2016), no.3,
derstanding: Lessons from research on problem‐and project‐
304–310.
based learning, J. Learn. Sci. 7 (1998), no. 3–4, 271–311.
45. J. Sibley and D. X. Parmelee, Knowledge is no longer
enough: Enhancing professional education with team‐based
learning, New Dir. Teach. Learn. 2008 (2008), no. 116, 41–
53.
46. H. P. Whitley, E. Bell, M. Eng, D. G. Fuentes, K. L.
Helms,
E. D. Maki, and D. Vyas, Practical team‐based learning
from planning to implementation, Am. J. Pharm. Educ. 79
(2015), no. 10, 149.