ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE
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.
Keywords
architectural education, distance education, e-Learning, statistical analysis, students’ satisfaction
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