Investigating the drop-out rate from a BIM for infrastructure course

Abstract

This research examines how personal time management relates to successful course completion or dropping-out from a high intensity building information modelling (BIM) e-learning course. The course has been developed during 2017-2018 and uses peer instruction to engage students with the intention of improving their performance. Students' activity data were captured and analysed according to their study groups and suggested study module completion dates. The findings suggest that distance learners had a higher drop-out rate than study program students and that lagging the suggested study module completion dates did not necessarily lead to dropping-out. This paper represents a first step in ongoing research to understand the effectiveness of peer instruction in high intensity BIM courses.