Assessing the Impact of COVID-19 on Architectural Education: A Case Study of Jordanian Universities

Autor/inn/en	Alhusban, Ahmad A.; Alhusban, Safa A.; Alhusban, Mohammad-Ward A.
Titel	Assessing the Impact of COVID-19 on Architectural Education: A Case Study of Jordanian Universities
Quelle	In: Education & Training, 65 (2023) 5, S.749-768 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alhusban, Ahmad A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-12-2022-0467
Schlagwörter	Foreign Countries; Architectural Education; COVID-19; Pandemics; Online Courses; Program Effectiveness; Student Satisfaction; Teacher Attitudes; Student Attitudes; Individual Characteristics; Stress Variables; Barriers; Age Differences; Gender Differences; Educational Attainment; Experience; Family Environment; Family Size; College Students; College Faculty; Jordan + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Lehrerverhalten; Schülerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Erfahrung; Familienmilieu; Familiengröße; Collegestudent; Fakultät
Abstract	Purpose: This research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size. Design/methodology/approach: Different research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data. Findings: This research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness. Originality/value: Students' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01