Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia

Monroy Gomez, Jaime Andres; Arbeláez Álzate, Juanita

Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia

dc.contributor.advisor	Osorio Gomez, Cristian camilo
dc.contributor.author	Monroy Gomez, Jaime Andres
dc.contributor.author	Arbeláez Álzate, Juanita
dc.coverage.spatial	Pereira	spa
dc.creator.email	jaimea-monroyg@unilibre.edu.co	spa
dc.creator.email	juanita-arbelaeza@unilibre.edu.co	spa
dc.date.accessioned	2024-01-22T21:02:43Z
dc.date.available	2024-01-22T21:02:43Z
dc.date.created	2023-12-08
dc.description.abstract	El e-learning se ha venido convirtiendo en una herramienta que facilita el acceso a la educación educarse logrando que el conocimiento llegue a más personas. En el campo de la ingeniería civil, existen diferentes metodologías y filosofías sobre el modelado de información que son aprendidas en mejorando las aptitudes profesionales e impulsando la eficiencia del sector construcción, en este caso se abordan dos de las más comunes como lo son BIM y Lean construction. La presente investigación se centra en la implementación de estas en el campo e-learning para la educación superior. Mediante la recolección de datos en una encuesta a 494 profesionales, el análisis de la información se realizó mediante un análisis estadístico descriptivo. Los resultados, evidencian que cerca del 40% de las personas realizan cursos MOOC de BIM y Lean son personas jóvenes, su mayoría ingenieros civiles, además cerca del 20% de los profesionales logro aprobar alguno de los cursos, lo que indica una baja apropiación del conocimiento.	spa
dc.description.abstractenglish	E-learning has become a tool that facilitates access to education and education, making knowledge reach more people. In the field of civil engineering, there are different methodologies and philosophies on information modeling that are learned in improving professional skills and boosting the efficiency of the construction sector, in this case two of the most common are addressed, such as BIM and Lean construction. The present research focuses on the implementation of these in the field of e-learning for higher education. By collecting data in a survey of 494 professionals, the analysis of the information was performed through a descriptive statistical analysis. The results show that about 40% of people take BIM and Lean MOOC courses are young people, mostly civil engineers, in addition about 20% of professionals managed to pass some of the courses, which indicates a low appropriation of knowledge.	spa
dc.description.sponsorship	Universidad libre de pereira -- facultad de ingenierias -- ingenieria civil	spa
dc.format	PDF	spa
dc.identifier.uri	https://hdl.handle.net/10901/28003
dc.relation.references	Al-Saggaf, Y., Burmeister, O., & Schwartz, M. (2017). Qualifications and ethics education: the views of ICT professionals. Australasian Journal of Information Systems, 21. Obtenido de https://doi.org/10.3127/ajis.v21i0.1365	spa
dc.relation.references	Alarcón, C. H. M., León, C. E. D., Donoso, L. J. G., Tinoco, L. M. E., & Alarcón, F. P. M. (2021). Metodología de formación educativa basada en entornos virtuales de aprendizaje para estudiantes de Ingeniería Civil. Dominio de las Ciencias, 7(2), 530-550. https://dialnet.unirioja.es/servlet/articulo?codigo=8231863	spa
dc.relation.references	Alizadehsalehi, S., Hadavi, A., & Huang, J. C. (2019). BIM/MR-Lean construction project delivery management system.	spa
dc.relation.references	Alvarenga, T. W., da Silva, E. N., & de Brito Mello, L. C. B. (2017). BIM and lean construction: the evolution obstacle in the Brazilian civil construction industry. Engineering, Technology & Applied Science Research, 7(5), 1904-1908 , 1792-8036.	spa
dc.relation.references	Andújar, M., Galiano, A., Rizo, C., & Echarri, V. (2019). Bim and lean construction interactions: A state-of-the-art review. WIT Transactions on the Built Environment, 192, 1-13. Doi: http://dx.doi.org/10.2495/BIM190011	spa
dc.relation.references	Aranda, G. (2017). BIM integration in architecture studios: The G-Lab milano.	spa
dc.relation.references	Aslam, M. (2019). Introducing Kolmogorov–Smirnov tests under uncertainty: an application to radioactive data. ACS omega, 5(1), 914-917. Obtenido de https://doi.org/10.1021/acsomega.9b03940	spa
dc.relation.references	Azhar, S. (2011). Building information modeling (BIM): Trends, benefits, risks, and challenges for the AEC industry. Leadership and management in engineering, 11(3), 241-252. Doi: https://doi.org/10.1061/(ASCE)LM.1943-5630.0000127	spa
dc.relation.references	Construyored. (2023). Cursos. Obtenido de https://construyored.com/cursos/categorias/1-bim	spa
dc.relation.references	Dallasega, P., Revolti, A., Sauer, P. C., Schulze, F., & Rauch, E. (2020). BIM, Augmented and Virtual Reality empowering Lean Construction Management: a project simulation game. Procedia manufacturing, 45, 49-54 , 2351-9789.	spa
dc.relation.references	García, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 9-32. Doi: https://doi.org/10.5944/ried.24.1.28080	spa
dc.relation.references	Ghosh, S., & Burghart, J. (2021). Lean construction: experience of US contractors. International journal of construction education and research, 17(2), 133-153 , 1557-8771.	spa
dc.relation.references	Gudmundsdottir, G., & Hatlevik, O. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. Obtenido de Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231.	spa
dc.relation.references	Heigermoser et al. (2019). BIM-based Last Planner System tool for improving construction project management. Automation in Construction, 104, 246-254. Obtenido de https://doi.org/10.1016/j.autcon.2019.03.019	spa
dc.relation.references	Hu, M. (2019). BIM-enabled pedagogy approach: using BIM as an instructional tool in technology courses. Journal of Professional Issues in Engineering Education and Practice, 145(1), 05018017, 05011052-05013928.	spa
dc.relation.references	Kivilä et al. (2017). ustainable project management through project control in infrastructure projects. International Journal of Project Management, 35(6), 1167-1183. Obtenido de https://doi.org/10.1016/j.ijproman.2017.02.009	spa
dc.relation.references	Madriz, J. L. (2016). Factores que promueven la deserción del aula virtual. Revista Científica Ciencias Humanas, 12(35), 18-40.: http://www.redalyc.org/articulo.oa?id=70948484003	spa
dc.relation.references	Markova et al. (2017). uality issues of online distance learning. Procedia-Social and Behavioral Sciences, 237, 685-691. Obtenido de https://doi.org/10.1016/j.sbspro.2017.02.043	spa
dc.relation.references	Nguyen, P., & Akhavian, R. (2019). Synergistic effect of integrated project delivery, lean construction, and building information modeling on project performance measures: a quantitative and qualitative analysis. Advances in Civil Engineering, 2019, 1687-8086.	spa
dc.relation.references	O’Doherty et al. (2018). arriers and solutions to online learning in medical education–an integrative review. BMC medical education, 18(1), 1-11. Obtenido de https://doi.org/10.1186/s12909-018-1240-0	spa
dc.relation.references	Onur, A. Z., & Nouban, F. (2019). Software in the architectural presentation and design of buildings: State-of-the-art. International Journal of Innovative Technology and Exploring Engineering (IJITEE)[Online], 8(10).	spa
dc.relation.references	Patel et al. (2023). Sustainable construction by using novel frameworks using BIM, LEED, and Lean methods. Obtenido de Materials Today: Proceedings.	spa
dc.relation.references	Pineda, P., & Celis, J. (2018). The Maelstrom of Online Programs in Colombian Teacher Education. Education Policy Analysis Archives, 26, 1068-2341.	spa
dc.relation.references	Rayner, J., & Livingston Jr, G. (2020). The Kruskal–Wallis tests are Cochran–Mantel–Haenszel mean score tests. Metron, 78(3), 353-360. Obtenido de https://doi.org/10.1007/s40300-020-00192-4	spa
dc.relation.references	Senaratne, S., & Wijesiri, D. (2008). Lean Construction as a Strategic Option: Testing its Suitability and Acceptability in Sri Lanka. Lean Construction Journal, 1555-1369.	spa
dc.relation.references	Sepasgozar et al. (2020). Lean practices using building information modeling (Bim) and digital twinning for sustainable construction. Sustainability, 13(1), 161. Obtenido de https://doi.org/10.3390/su13010161	spa
dc.relation.references	Shah, Z., Shah, J., & Saleem, M. (2021). Online Education and its Effectiveness as an Alternative Approach to Professional Qualification: A Case Study of Overseas Pakistanis in Saudi Arabia. Obtenido de Research Journal of Social Sciences and Economics Review, 2(2), 325-333.: https://doi.org/10.36902/rjsser-vol2-iss2-2021	spa
dc.relation.references	Soeiro, A. (2014). Recognition of professional qualifications from learning online. IACEE. . Obtenido de https://repositorio-aberto.up.pt/bitstream/10216/75788/2/91858.pdf	spa
dc.relation.references	Suwal, S., & Singh, V. (2018). Assessing students’ sentiments towards the use of a Building Information Modelling (BIM) learning platform in a construction project management course. European Journal of Engineering Education, 43(4), 492-506, 0304-3797.	spa
dc.relation.references	Tatum, C. (2018). Construction engineering research: Integration and innovation. ournal of Construction Engineering and Management, 144(3). Obtenido de https://doi.org/10.1061/(ASCE)CO.1943-7862.0001445	spa
dc.relation.references	Teizer, J., Golovina, O., Embers, S., & Wolf, M. (2020, March). A serious gaming approach to integrate BIM, IoT, and lean construction in construction education. In Construction Research Congress 2020 (pp. 21-30). Reston, VA: American Society of Civil Engineers. Doi: http://dx.doi.org/10.1061/9780784482889.003	spa
dc.relation.references	Urokova, S. B. (2020). Advantages and disadvantages of online education. ISJ Theoretical & Applied Science, 9(89), 34-37.	spa
dc.relation.references	van Klyton, A., Tavera-Mesias, J.-F., & Castaño-Muñoz, W. (2021). Value co-creation and co-destruction in the first cashless society in Colombia–a middle range theory approach. Information Technology & People , 0959-3845.	spa
dc.relation.references	Womack, J., & Jones, D. (2012). Lean Thinking. Gestion 2000.	spa
dc.relation.references	Wong, J.-Y., Yip, C.-C., Yong, S.-T., Chan, A., Kok, S.-T., Lau, T.-L., Ali, M. T., & Gouda, E. (2020). BIM-VR Framework for Building Information Modelling in Engineering Education. International Journal of Interactive Mobile Technologies, 14(6), 1865-7923).	spa
dc.relation.references	Wu, W., & Issa, R. R. A. (2014). BIM education and recruiting: Survey-based comparative analysis of issues, perceptions, and collaboration opportunities. Journal of Professional Issues in Engineering Education and Practice, 140(2), Doi: 04011052-04013928.	spa
dc.rights.accessrights	info:eu-repo/semantics/openAccess	spa
dc.rights.coar	http://purl.org/coar/access_right/c_abf2	spa
dc.rights.license	Atribución-NoComercial-SinDerivadas 2.5 Colombia	spa
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/2.5/co/	spa
dc.subject	Building Information Modeling	spa
dc.subject	Lean Construction	spa
dc.subject	MOOC	spa
dc.subject	Educación	spa
dc.subject.subjectenglish	Building Information Modeling	spa
dc.subject.subjectenglish	Lean Construction	spa
dc.subject.subjectenglish	MOOC	spa
dc.subject.subjectenglish	Education	spa
dc.title	Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia	spa
dc.title.alternative	Impact of MOOCs in BIM and in BIM and Lean Construction on construction professionals in Colombia.	spa
dc.type.driver	info:eu-repo/semantics/bachelorThesis	spa
dc.type.hasversion	info:eu-repo/semantics/acceptedVersion	spa
dc.type.local	Tesis de Pregrado	spa