Examining the Efficiency and Effectiveness of Architecture Distance E-Learning during the Covid Pandemic

Abstract

Architecture pedagogy is evolving, reflecting on teaching, learning experiences for students and teachers, and the teaching environment. The recent pandemic has brought many perspectives and opportunities to investigate the distance e-learning education model. The objective of this study is to assess the current discourse on architectural pedagogy by exploring various aspects of this experience concerning challenges and opportunities encountered during the pandemic in a university architecture department in Jordan. Initially started with several experts' e-interviews, the collected data were analyzed, and a questionnaire survey was prepared. The survey sample included 12 faculty members and ninety-eight willingly participated in the selected courses: design four, basic design, urban planning, architecture drawing, and history of architecture. The results show that teachers, junior, and senior students are satisfied with the outcomes of the virtual design studio. While freshmen, sophomores, and instructors of introduction to basic design and architectural drawing courses, stated the inefficiency of e-learning, Instructors’, and students' results for theoretical courses show that it is effective and reliable. The results manifest issues such as technical difficulties, quality of students' work, lack of socializing, and psychological problems. Therefore, several recommendations have been made to address this dilemma. Thus, further studies are needed to validate the results of this study, foster implementation, and establish guidelines to institutionalize the e-learning method as a permanent part of architectural pedagogy.