Research Article
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ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE

Year 2023, Volume: 24 Issue: 4, 50 - 76, 01.10.2023
https://doi.org/10.17718/tojde.1213077

Abstract

This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.

References

  • Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. doi:10.1016/j.chb.2019.08.004
  • Altıntaş Kaptan, M., Edis, E., & Ünlü, A. (2021). Challenges in Synchronous e-Learning in Architectural Education. In: Cordan, Ö., Dinçay, D.A., Yurdakul Toker, Ç., Öksüz, E.B., Semizoğlu, S. (eds). Game + Design Education. Springer Series in Design and Innovation, vol 13. Springer International Publishing. https://doi.org/10.1007/978-3-030-65060-5_32
  • Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843-855. doi:10.1016/j.compedu.2011.10.010
  • Bolliger, D. U., & Martindale, T. (2004). Key Factors for Determining Student Satisfaction in Online Courses. International Journal on E-Learning, 3(1), 61-67.
  • Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1-13. doi:10.1016/j.compedu.2016.11.003
  • Dimock, M. (2019) Defining generations: Where millennials end and generation Z begins, Pew Research Center. Pew Research Center. Available at: https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/ (Accessed: February 21, 2023).
  • Dong, J. Q., & Zhang, X. (2011). Gender differences in adoption of information systems: New findings from China. Computers in Human Behavior, 27(1), 384–390. doi:10.1016/j.chb.2010.08.017
  • Eom, S. B., Wen, H. J., & Ashill, N. (2006). The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. doi:10.1111/j.1540-4609.2006.00114.x
  • Frimpon, M. F. (2012). A Re-Structuring of the Critical Success Factors for E-Learning Deployment. American International Journal of Contemporary Research, 2(3), 115-127.
  • Johnson, J. L. (2003). Distance Education: The Complete Guide to Design, Delivery, and Improvement. New York, NY: Teachers College Press.
  • Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441-450. doi:10.1016/j.bushor.2016.03.008
  • Kentnor, H. (2015). Distance Education and the Evolution of Online Learning in the United States. (C. M. David J. Flinders, Ed.) Curriculum and Teaching Dialogue, 17(Nos. 1 & 2), 21-34.
  • Keržič, D., Tomaževič, N., Aristovnik, A., & Umek, L. (2019). Exploring critical factors of the perceived usefulness of blended learning for higher education students. PLoS ONE, 14(11). doi:10.1371/journal.pone.0223767
  • Lee, I.-S. (2002). Gender Differences in Self-regulated On-line Learning Strategies within Korea’s University Context. Educational Technology Research and Development, 50(1), 101-111. doi:10.1007/BF02504967
  • Manisi, P., Jantjies, M., & Kimani, L. (2018). A Conceptual Integrated Model for Measuring the Success of eLearning in Developing Countries: Literature Review. In P. Cunningham, & M. Cunningham (Ed.), 2018 IST-Africa Week Conference (IST-Africa) Proceedings. IIMC International Information Management Corporation.
  • Mtebe, J. S., & Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107-122. doi:10.14742/ajet.2993
  • Pappas, C. (2013). The History of Distance Learning - Infographics . Retrieved October 11, 2021, from eLearning Industry: https://elearningindustry.com/the-history-of-distance-learning-infographic
  • Price, L. (2006). Gender differences and similarities in online courses: challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349-359. doi:10.1111/j.1365-2729.2006.00181.x
  • Raspopovic, M., Jankulovic, A., Runic, J., & Lucic, V. (2014). Success Factors for e-Learning in a Developing Country: A Case Study of Serbia. The International Review of Research in Open and Distance Learning, 15(3), 1-23. Retrieved from https://www.learntechlib.org/p/148202/
  • Rovai, A. P., & Baker, J. D. (2005). Gender Differences in Online Learning - Sense of Community, Perceived Learning, and Interpersonal Interactions. The Quarterly Review of Distance Education, 6(1), 31-44.
  • Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confimatory factor models. Computers & Education, 49(2), 396–413. doi:10.1016/j.compedu.2005.09.004
  • Sun, J. (2016). Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective. Computers & Education, 101, 102-114. doi:10.1016/j.compedu.2016.06.003
  • Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. doi:10.1016/j.compedu.2006.11.007
  • Valverde-Berrocoso, J., Garrido-Arroyo, M. d., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018). Sustainability, 12(12), 5153. doi:10.3390/su12125153
  • van Seters, J., Ossevoort, M., Tramper, J., & Goedhart, M. (2012). The influence of student characteristics on the use of adaptive e-learning material. Computers & Education, 58(3), 942-952. doi:10.1016/j.compedu.2011.11.002
  • Volery, T., & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14(5), 216-223. doi:10.1108/09513540010344731
  • Weller, M. (2002). Delivering Learning on the Net: the why, what & how of online education. London, UK: RoutledgeFalmer.
  • Yükseltürk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Journal of Educational Technology & Society, 12(3), 12-22.

Year 2023, Volume: 24 Issue: 4, 50 - 76, 01.10.2023
https://doi.org/10.17718/tojde.1213077

Abstract

References

  • Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. doi:10.1016/j.chb.2019.08.004
  • Altıntaş Kaptan, M., Edis, E., & Ünlü, A. (2021). Challenges in Synchronous e-Learning in Architectural Education. In: Cordan, Ö., Dinçay, D.A., Yurdakul Toker, Ç., Öksüz, E.B., Semizoğlu, S. (eds). Game + Design Education. Springer Series in Design and Innovation, vol 13. Springer International Publishing. https://doi.org/10.1007/978-3-030-65060-5_32
  • Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843-855. doi:10.1016/j.compedu.2011.10.010
  • Bolliger, D. U., & Martindale, T. (2004). Key Factors for Determining Student Satisfaction in Online Courses. International Journal on E-Learning, 3(1), 61-67.
  • Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1-13. doi:10.1016/j.compedu.2016.11.003
  • Dimock, M. (2019) Defining generations: Where millennials end and generation Z begins, Pew Research Center. Pew Research Center. Available at: https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/ (Accessed: February 21, 2023).
  • Dong, J. Q., & Zhang, X. (2011). Gender differences in adoption of information systems: New findings from China. Computers in Human Behavior, 27(1), 384–390. doi:10.1016/j.chb.2010.08.017
  • Eom, S. B., Wen, H. J., & Ashill, N. (2006). The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. doi:10.1111/j.1540-4609.2006.00114.x
  • Frimpon, M. F. (2012). A Re-Structuring of the Critical Success Factors for E-Learning Deployment. American International Journal of Contemporary Research, 2(3), 115-127.
  • Johnson, J. L. (2003). Distance Education: The Complete Guide to Design, Delivery, and Improvement. New York, NY: Teachers College Press.
  • Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441-450. doi:10.1016/j.bushor.2016.03.008
  • Kentnor, H. (2015). Distance Education and the Evolution of Online Learning in the United States. (C. M. David J. Flinders, Ed.) Curriculum and Teaching Dialogue, 17(Nos. 1 & 2), 21-34.
  • Keržič, D., Tomaževič, N., Aristovnik, A., & Umek, L. (2019). Exploring critical factors of the perceived usefulness of blended learning for higher education students. PLoS ONE, 14(11). doi:10.1371/journal.pone.0223767
  • Lee, I.-S. (2002). Gender Differences in Self-regulated On-line Learning Strategies within Korea’s University Context. Educational Technology Research and Development, 50(1), 101-111. doi:10.1007/BF02504967
  • Manisi, P., Jantjies, M., & Kimani, L. (2018). A Conceptual Integrated Model for Measuring the Success of eLearning in Developing Countries: Literature Review. In P. Cunningham, & M. Cunningham (Ed.), 2018 IST-Africa Week Conference (IST-Africa) Proceedings. IIMC International Information Management Corporation.
  • Mtebe, J. S., & Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107-122. doi:10.14742/ajet.2993
  • Pappas, C. (2013). The History of Distance Learning - Infographics . Retrieved October 11, 2021, from eLearning Industry: https://elearningindustry.com/the-history-of-distance-learning-infographic
  • Price, L. (2006). Gender differences and similarities in online courses: challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349-359. doi:10.1111/j.1365-2729.2006.00181.x
  • Raspopovic, M., Jankulovic, A., Runic, J., & Lucic, V. (2014). Success Factors for e-Learning in a Developing Country: A Case Study of Serbia. The International Review of Research in Open and Distance Learning, 15(3), 1-23. Retrieved from https://www.learntechlib.org/p/148202/
  • Rovai, A. P., & Baker, J. D. (2005). Gender Differences in Online Learning - Sense of Community, Perceived Learning, and Interpersonal Interactions. The Quarterly Review of Distance Education, 6(1), 31-44.
  • Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confimatory factor models. Computers & Education, 49(2), 396–413. doi:10.1016/j.compedu.2005.09.004
  • Sun, J. (2016). Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective. Computers & Education, 101, 102-114. doi:10.1016/j.compedu.2016.06.003
  • Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. doi:10.1016/j.compedu.2006.11.007
  • Valverde-Berrocoso, J., Garrido-Arroyo, M. d., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018). Sustainability, 12(12), 5153. doi:10.3390/su12125153
  • van Seters, J., Ossevoort, M., Tramper, J., & Goedhart, M. (2012). The influence of student characteristics on the use of adaptive e-learning material. Computers & Education, 58(3), 942-952. doi:10.1016/j.compedu.2011.11.002
  • Volery, T., & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14(5), 216-223. doi:10.1108/09513540010344731
  • Weller, M. (2002). Delivering Learning on the Net: the why, what & how of online education. London, UK: RoutledgeFalmer.
  • Yükseltürk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Journal of Educational Technology & Society, 12(3), 12-22.

Details

Primary Language English
Subjects Lifelong learning
Journal Section Articles
Authors

Meric ALTINTAS KAPTAN
İSTANBUL TEKNİK ÜNİVERSİTESİ, MİMARLIK FAKÜLTESİ, MİMARLIK BÖLÜMÜ
0000-0003-1171-0297
Türkiye


Ecem EDIS
İSTANBUL TEKNİK ÜNİVERSİTESİ, MİMARLIK FAKÜLTESİ, MİMARLIK BÖLÜMÜ
0000-0002-9647-2090
Türkiye


Aslıhan UNLU
ÖZYEĞİN ÜNİVERSİTESİ, MİMARLIK VE TASARIM FAKÜLTESİ
0000-0001-8600-4376
Türkiye

Publication Date October 1, 2023
Submission Date December 6, 2022
Published in Issue Year 2023 Volume: 24 Issue: 4

Cite

APA
ALTINTAS KAPTAN, M., EDIS, E., & UNLU, A. (2023). ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE. Turkish Online Journal of Distance Education, 24(4), 50-76. https://doi.org/10.17718/tojde.1213077