# A Study on the Constructivism Learning Method for BIM/IPD Collaboration Education
## 6 Conclusions  
\"Constructivism Collaboration Process (CCP)\" is an educational hypothesis model consisting of constructivism learning theory in terms of Flipped Learning, Role-Playing Learning, Scaffolding Learning, Project-based Learning, and Problem-based Learning. The hypothesis model of \"Constructivism Collaboration Process\" was divided into experimental and control groups. BIM/IPD collaborative training course was tested in the experimental group and 'BIM coordinator course' was tested in the control group. According to the results of the hypothesis experiment of the \"CCP\", the experimental group in the 'Collaborative Motivation' survey increased by 26 percent on average and the control group rose by 7 percent. In the \"Collaboration Level\" survey, the experimental group improved the average collaboration level by 42 percent and the control group rose by 10 percent (See Table 15). In addition, it was necessary to figure out an effective constructivism education method for improving educational quality and collaboration. Therefore, a Focused Group Interview (FGI) was conducted for 10 team leaders who participated in the experimental group. The results are shown. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & **Factor** & **Time** & **M** & **N** & **SD** & **T** & **P** \\ \hline \multirow{3}{*}{(1)} & \multirow{3}{*}{Joint Decision-Making} & Pre & 2.133 & 15 & 0.550 & \multirow{3}{*}{\(-\)4.680} & \multirow{3}{*}{0.000***} \\ \cline{2-3}  & & Post & 3.233 & 15 & 0.623 & & \\ \hline \multirow{3}{*}{(2)} & \multirow{3}{*}{Administrative Role} & Pre & 2.822 & 15 & 0.502 & \multirow{3}{*}{3.697} & \multirow{3}{*}{0.002**} \\ \cline{2-3}  & & Post & 2.444 & 15 & 0.325 & & \\ \hline \multirow{3}{*}{(3)} & \multirow{3}{*}{Autonomy} & Pre & 2.0167 & 15 & 0.372 & & \\ \cline{2-3}  & & Post & 2.0167 & 15 & 0.372 & & \\ \hline \multirow{3}{*}{(4)} & \multirow{3}{*}{Mutual Relationship} & Pre & 2.680 & 15 & 0.517 & \multirow{3}{*}{\(-\)0.619} & \multirow{3}{*}{0.546} \\ \cline{2-3}  & & Post & 2.707 & 15 & 0.433 & & \\ \hline \multirow{3}{*}{(5)} & \multirow{3}{*}{Trust} & Pre & 2.633 & 15 & 0.352 & \multirow{3}{*}{\(-\)5.292} & \multirow{3}{*}{0.000***} \\ \cline{2-3}  & & Post & 3.300 & 15 & 0.316 & & \\ \hline \multirow{3}{*}{(6)} & \multirow{3}{*}{Collaboration Result} & Pre & 2.387 & 15 & 0.366 & \multirow{3}{*}{\(-\)0.112} & \multirow{3}{*}{0.913} \\ \cline{2-3}  & & Post & 2.400 & 15 & 0.214 & & \\ \hline \hline \end{tabular}  
* **: P \(<\) 0.01, ***: P \(<\) 0.001.  
\end{table} 
Table 14: Analysis result of difference between pre- and post-scores of the control group’s collaboration level. Figure 14: Effect of timing and group interaction on Collaboration. In the 'Collaborative Motivation' survey, the experimental group (1) increased collaboration 'Attention' by 35 percent, (2) increased collaboration 'Relevance' by 32 percent, (3) increased collaboration 'Self-Confidence' by 24 percent, (4) increased collaboration 'Satisfaction by 14 percent. According to the FGI analysis of the team leader in the experimental group, 'Attention' and 'Self-Confidence' were influenced by \"CCP (Holistic constructivism method)\", 'Relevance' was Flipped Learning and Project-based Learning was affected. In the Pre-Class phase, video lectures on BIM technology were applied to Flipped Learning, which influenced the class activities, attention, and relevance of In-Class. The Project-based Learning method aimed at improving performance improved students' knowledge motivation and learning level relevance. In addition, 'Satisfaction' was influenced by Scaffolding Learning, Project-based Learning and Problem-based Learning (See Table 16). When applying Scaffold Learning, students were able to solve technical questions by asking each other. Especially, when the team leader solved practical problems through Scaffold Learning, students were most satisfied, and when applying Project-based Learning to solve the problem, students' satisfaction increased.