A Critical Review on the Various Issues and Challenges of Virtual Pedagogy in Architecture Education

https://doi.org/10.1007/978-3-031-44721-1_29 

The paper explores the challenges and limitations of transitioning architectural education from traditional, in-person teaching to virtual pedagogy, a shift accelerated by the COVID-19 pandemic. It highlights the unique demands of architecture education, such as hands-on learning, collaborative studio environments, and real-time feedback, which are difficult to replicate in a virtual format. The study focuses on the experiences of both students and educators during this transition, analyzing global case studies and previously published research.

Key Points:

Virtual Pedagogy in Architecture:

• • Defined as remote teaching using computer and internet technologies, virtual pedagogy includes synchronous (real-time) and asynchronous (self-paced) modes, with a hybrid model being recommended for its flexibility.
  • The concept dates back to the 1990s with the advent of Virtual Design Studios (VDS), emphasizing digital collaboration.

Challenges Identified:

• • • Technical Barriers: Issues like poor internet connectivity, lack of access to specialized equipment (e.g., 3D printers, design software), and inadequate digital infrastructure.
    • Pedagogical Issues: Difficulty in delivering complex concepts, reduced hands-on experience, limited opportunities for collaborative learning, and challenges in providing timely feedback.
    • Mental Health and Motivation: Social isolation, lack of physical interaction, and diminished sense of community negatively impact student engagement and well-being.
    • Evaluation and Assessment: Online environments complicate the assessment of design work and project outcomes.

Global Case Studies:

• • • • The paper reviews studies from countries including Turkey, India, Canada, and Jordan, offering a comprehensive perspective on the universal and region-specific challenges faced during virtual learning.
      • Issues range from technical difficulties and reduced creativity to barriers in accessing essential tools and resources.

Proposed Solutions:

• • • • • Investment in digital infrastructure, such as high-speed internet and access to necessary tools for students and educators.
        • Hybrid models combining physical and virtual studio elements to retain flexibility while preserving hands-on experiences.
        • Improved pedagogical strategies that incorporate both synchronous and asynchronous learning, along with greater emphasis on student well-being.
        • Collaborative teaching models between institutions to share resources and expertise.

The paper is a valuable resource for educators and policymakers seeking to refine virtual pedagogy in architecture education. It highlights the urgent need for adaptive strategies and technological advancements to ensure that online learning can effectively support the unique requirements of architectural training.