Assessing the Impact of Virtual Learning Environments on Architecture Students' Skill Development
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Date
2023-06
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Archiculture
Abstract
This study explores the impact of virtual learning environments on architecture students' skill development during the Covid-19 lockdown. The study collected data from architecture students across three private universities in Southwest Nigeria through a questionnaire. The data were analyzed using multiple regression analysis and factor analysis to identify correlations and patterns in the perceived improvement levels. The results indicate that architecture students experienced significant improvements in various skill areas during the lockdown. Among the respondents, 78% reported enhanced proficiency in digital design and visualization, underscoring their adaptability to digital tools for architectural modeling and rendering. Additionally, 65% of students displayed improved independent learning skills, showcasing their ability to take initiative and explore architectural concepts beyond the traditional classroom setting. Furthermore, 72% of students demonstrated better virtual collaboration skills, emphasizing their capacity to collaborate effectively in online group projects and virtual design presentations. The lockdown also fostered improved time management skills in 61% of students, enabling them to meet project deadlines amidst personal challenges. Moreover, 57% of students developed stronger problem-solving abilities, demonstrating their resilience in finding innovative solutions to design and logistical challenges during the unprecedented circumstances. The research also identified a 63% increase in students refining their presentation skills, adapting to the virtual format for showcasing design ideas verbally and visually. Factor analysis further supported these findings, identifying clusters of skills that exhibited substantial improvements among architecture students during the lockdown. Educational institutions can use these insights to design effective learning approaches that integrate virtual tools and encourage independent learning and problem-solving skills. However, attention should be given to addressing potential disparities in access to resources and technological proficiency to ensure equitable learning experiences. Overall, this study offers valuable implications for architectural education and emphasizes the enduring impact of virtual learning environments on students' skill development. This work suggested further pedagogical investigation in the habitus of virtual learning environments.