BIM Education in Higher Learning Institutions: A Scientometric Review and the Malaysia Perspective

Over the last decade, digital applications and Building Information Modelling (BIM) have been introduced in the construction industry to realize a smart construction ecosystem. However, the construction industry has not completely accepted BIM as a standard, and the concept of using BIM applications in universities has not been thoroughly researched. This paper addresses the first scientometric study of BIM education in universities, identifying the state of BIM education practices, skillsets, and the level of BIM education in universities. The paper used scientometric analysis and the VOSviewer mapping technique to assess the most impactful publication sources with the most important impact on BIM education by searching “BIM Education” and using 250 bibliographic data extracted from the Scopus database from 2011-2020 to identify the existing research gaps and research direction. Second, a structured questionnaire was distributed to 343 Year 2 and Year 3 students from two public and two private Malaysian universities that use BIM in their learning. Descriptive data analysis using cross-tabulation in SPSS and relative importance index (RII) were used to analyze the data. The paper revealed two stages of BIM education research; and identified research gaps in the fields of BIM education, architectural education, e-learning, curriculum and information management. The paper also revealed Revit, Cost X and the Glodon Cubicost software as the most used applications, while the common skillsets are design authoring, modelling, and cost estimation. However, both public and private university students mainly design 3D models at BIM Stage 1. The study recommends that institutions and other stakeholders provide continuous BIM training, purchase BIM software, and integrate BIM into the curriculum of Built Environment higher learning institutions for the next generation to be the generation that uses virtual collaborative platforms

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Online Classes during COVID-19 Pandemic in Higher Learning Institutions in Africa

Global Research in Higher Education ◽

10.22158/grhe.v3n3p1 ◽

2020 ◽

Vol 3 (3) ◽

pp. p1

Author(s):

Mahona Joseph Paschal ◽

Demetria Gerold Mkulu

Keyword(s):

Online Education ◽

Higher Learning ◽

Education Sector ◽

Learning Technology ◽

Online Classes ◽

African Countries ◽

Public And Private ◽

Technology System ◽

Based Instruction ◽

Learning Institutions

During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across several industries but has exposed the lack of technology in these sectors including the already fragmented education sector of African countries which needs restructuring and transforming. Many public and private Universities have had to be reactive but face steep contextual challenges in the conventional methods of creating, delivering, and capturing value in the education sector. This paper aimed to investigate online classes during the COVID-19 pandemic in different universities in Africa with a focus on five universities. The study adopted the Constructivist Theory. The research was guided by three main objectives including (1) To explore the effectiveness of online education in African Universities; (2) To assess the challenges facing online classes during COVID-19 in African universities; and (3) To determine possible strategies to curb challenges facing online education in higher learning institutions during COVID-19 and post-pandemic in Africa. The study employed a qualitative and quantitative method in data collection. The targeted population is lecture students from five Universities in African countries including Tanzania. The result of the study indicated that students learned more in less time and liked their classes more when ICT-based instruction was included. Notwithstanding, the majority of the participants demonstrated that learners in higher institutions in Africa have trouble accessing the E-learning technology system.

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Online Classes during COVID-19 Pandemic in Higher Learning Institutions in Africa

10.31730/osf.io/fmk9a ◽

2021 ◽

Author(s):

Mahona Joseph Paschal ◽

Demetria Gerold Mkulu

Keyword(s):

Online Education ◽

Higher Learning ◽

Education Sector ◽

Learning Technology ◽

Online Classes ◽

African Countries ◽

Public And Private ◽

Technology System ◽

Based Instruction ◽

Learning Institutions

During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across several industries but has exposed the lack of technology in these sectors including the already fragmented education sector of African countries which needs restructuring and transforming. Many public and private Universities have had to be reactive but face steep contextual challenges in the conventional methods of creating, delivering, and capturing value in the education sector. This paper aimed to investigate online classes during the COVID-19 pandemic in different universities in Africa with a focus on five universities. The study adopted the Constructivist Theory. The research was guided by three main objectives including (1) To explore the effectiveness of online education in African Universities; (2) To assess the challenges facing online classes during COVID-19 in African universities; and (3) To determine possible strategies to curb challenges facing online education in higher learning institutions during COVID-19 and post-pandemic in Africa. The study employed a qualitative and quantitative method in data collection. The targeted population is lecture students from five Universities in African countries including Tanzania. The result of the study indicated that studentslearned more in less time and liked their classes more when ICT-based instruction was included. Notwithstanding, the majority of the participants demonstrated that learners in higher institutions in Africa have trouble accessing the E-learning technology system.

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Analyzing Universities Service Quality to Student Satisfaction; Academic and Non-Academic Analyses

International Journal of Higher Education ◽

10.5430/ijhe.v9n1p126 ◽

2019 ◽

Vol 9 (1) ◽

pp. 126

Author(s):

Kardoyo Kardoyo ◽

Lola Kurnia Pitaloka ◽

Rozman Rozman ◽

Bayu Bagas Hapsoro

Keyword(s):

Service Quality ◽

Student Satisfaction ◽

Sampling Technique ◽

Higher Learning ◽

Public And Private ◽

Economics Faculty ◽

Academic Service Quality ◽

And Behavior ◽

Learning Institutions

Indonesia has many higher learning institutions both public and private sectors such as colleges, polytechnics, institutes and universities and they are competing among them to get students to enroll in their institutions. It has become competitive among them to get students than before. The growing competition among higher learning institutions had forced them to strive to improve their service quality provided to students. The student satisfaction of service quality can be divided into two parts, namely satisfaction in academic and non-academic. The purpose of this research is to determine whether the academic and non-academic service quality affect student satisfaction of Economics Faculty Universitas Negeri Semarang. This research used an exploratory method that explaining the relationship between hypothesis testing, making prediction and getting the implicit meaning of problems that want to be solved. This study was conducted at the Economics Faculty of Universitas Negeri Semarang. The data analysis used SEM PLS. The population in this study were students from the Economics Faculty of Universitas Negeri Semarang who registered in 2015 and graduated in 2018. The total number of population in this study were 3,596 students majoring in Economics Education, Accounting, Management, and Economic Development. This study used a stratified sampling technique where students from all disciplines and levels were determined using the Slovin formula. Questionnaires were distributed to a sample of 360 students and were administered by trained enumerators. Data were collected using self-administered assessment questionnaires of a five Likert scale and analyzed using SEM PLS 6.0 Warp PLS. The results of this research were, first, academic service quality did not influence student satisfaction. Second, the non-academic service quality has a positive and significant influence on student satisfaction. This is because the supported learning infrastructure was found to be a factor that satisfied the students compared to teaching methods that was carried out by faculty members. It was also found that attitude and behavior in academic aspect were not significant in improving the students’ satisfaction. Therefore, it is suggested that Faculty of Economics of UNNES should focus on maintaining and improving the service quality of non-academic aspects in order to compete with other higher learning institutions.

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FACTORS INFLUENCING STUDENTS' INTENTION TO ENROLL IN BACHELOR OF ACCOUNTING DEGREE: AN APPLICATION OF THEORY OF REASONED ACTION

EKUITAS (Jurnal Ekonomi dan Keuangan) ◽

10.24034/j25485024.y2005.v9.i3.2384 ◽

2007 ◽

Vol 9 (3) ◽

pp. 340

Author(s):

Zainin Bidin Zainin Bidin ◽

Hasnah Haron Hasnah Haron ◽

Yuserrie Zainuddin ◽

Ishak Ismail

Keyword(s):

Theory Of Reasoned Action ◽

Reasoned Action ◽

Higher Learning ◽

Personal Beliefs ◽

Accounting Profession ◽

Public And Private ◽

Factors Influencing ◽

Learning Institutions ◽

Main Influence

The accounting profession in Malaysia is facing a dilemma. The demand for accountants in this country is higher than the number of accountants that can be produced. In order to attract more students to this field, factors influencing their intention to choose, must be identified. This study tries to identify the factors influencing student's intention to enroll into a Bachelor of Accounting degree. The Theory of Reasoned Action developed by Ajzen and Fishbein was used as the framework. One hundred and seventy three (173) students from public and private higher learning institutions in Penang and Kedah took part in this study. The results showed that personal beliefs of the students were the main influence his attitude to choose. Pressures from peers and lecturers were also seemed to be important factors that the student considers in making his or her decision.

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FACTORS INFLUENCING STUDENTS' INTENTION TO ENROLL IN BACHELOR OF ACCOUNTING DEGREE: AN APPLICATION OF THEORY OF REASONED ACTION

EKUITAS (Jurnal Ekonomi dan Keuangan) ◽

10.24034/j25485024.y2005.v9.i3.414 ◽

2018 ◽

Vol 9 (3) ◽

pp. 340-361

Author(s):

Zainin Bidin ◽

Hasnah Haron ◽

Yuserrie Zainuddin ◽

Ishak Ismail

Keyword(s):

Theory Of Reasoned Action ◽

Reasoned Action ◽

Higher Learning ◽

Personal Beliefs ◽

Accounting Profession ◽

Public And Private ◽

Factors Influencing ◽

Learning Institutions ◽

Main Influence

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Food Safety Attitude of Culinary Arts Based Students in Public and Private Higher Learning Institutions (IPT)

International Education Studies ◽

10.5539/ies.v2n4p168 ◽

2009 ◽

Vol 2 (4) ◽

Cited By ~ 1

Author(s):

Mohd Onn Rashdi Abd Patah ◽

Zuraini Mat Issa ◽

Khamis Mohammad Nor

Keyword(s):

Food Safety ◽

Higher Learning ◽

Culinary Arts ◽

Public And Private ◽

Learning Institutions ◽

Safety Attitude

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Evaluating and comparing ten-year (2006-2015) research performance between Malaysian public and private higher learning institutions: a bibliometric approach

International Journal of Innovation and Learning ◽

10.1504/ijil.2018.10010233 ◽

2018 ◽

Vol 23 (2) ◽

pp. 145

Author(s):

Jun Jie Hew ◽

Siew Phaik Loke ◽

Voon Hsien Lee

Keyword(s):

Research Performance ◽

Higher Learning ◽

Public And Private ◽

Learning Institutions ◽

Bibliometric Approach

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Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions

International Journal of English Linguistics ◽

10.5539/ijel.v8n7p32 ◽

2018 ◽

Vol 8 (7) ◽

pp. 32 ◽

Cited By ~ 2

Author(s):

Hamza Al-Jarrah ◽

Nur Salina Binti Ismail

Keyword(s):

Academic Performance ◽

Reading Comprehension ◽

Language Proficiency ◽

English Language ◽

Higher Learning ◽

Language Teachers ◽

Public And Private ◽

Efl Learners ◽

English Language Teachers ◽

Learning Institutions

One of the most significant problems faced by instructors is reading deficiency in English texts among the university students, which reflects the students’ poor academic performance. It is assumed that learners who are unable to read and comprehend face many challenges during their studies and after graduation. This study aims to investigate reading comprehensions difficulties among EFL learners in higher learning institutions. The study employed quantitative method, 100 out of 281 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were selected to participate in responding to the questions. Cross tabulation was used to analyze data from the test. Findings from the test indicated that the major difficulty faced by the Arab EFL learners is inability to recognize the types of text. This study concludes that the reading comprehension difficulties faced by Arab EFL learners in the selected institutions could affect their English language proficiency and academic performance. To find solutions to these difficulties, there is a need for shared efforts of English language teachers, instruction policy makers, public and private bodies responsible for educational policy learning and implementation, and the EFL learners.

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