COMPARATIVE ANALYSIS OF ARCHITECTURAL EDUCATION METHODOLOGY DURING THE CORONAVIRUS PANDEMIC | ||
| Journal of Al-Azhar University Engineering Sector | ||
| Volume 19, Issue 72, July 2024, Pages 506-521 PDF (600.75 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/auej.2024.252294.1499 | ||
| Authors | ||
| Samir Sabry Al-shenawy* ; Ahmed Alqattan; Adel Radwan | ||
| Department of Architectural Engineering, Faculty of Engineering, Al-Azhar University, Cairo | ||
| Abstract | ||
| The COVID-19 pandemic has led to radical changes in various aspects of life, including education. Educational institutions were forced to adopt new teaching methods, such as distance learning and hybrid education, which raised questions about the effectiveness of these methods compared to traditional approaches. This study aims to provide a comparative analysis of the architectural education methodology during the COVID-19 pandemic, focusing on the strengths and weaknesses of both the traditional and new approaches. It seeks to evaluate the alternative methods adopted in teaching, learning, communication, assignments, and assessment, and their effectiveness in continuous improvement or integration into the educational process. The study also expresses a point of view on the suitability of online education for architectural education in Egypt, based on the experiences of students and teachers during the pandemic. An online survey was conducted to obtain preliminary data from teachers and students in the Department of Architecture at Al-Azhar University. The survey questions focused on aspects of the transition, whether platform or information technology and internet tools, the effectiveness of online teaching and learning, and the hybrid learning path. Educational institutions successfully transitioned to online teaching, but faced some challenges. The results showed the need for professional training and feedback from students. Approximately one-third of the participants expressed satisfaction with online teaching, although the level of satisfaction with the effectiveness of online design studio teaching was lower. The results indicated the need for further integration with digital tools and visualization software on integrated platforms. The study found consensus on the future potential of hybrid learning and calls for the development of an integrated framework and curriculum for architectural education in Egypt. This study collected different perspectives on online teaching and learning in architectural programs during the pandemic from the perspective of teachers and students. The study aims to evaluate the positive and negative impacts of face-to-face, online, and hybrid education systems on architectural education, in the Department of Architecture at Al-Azhar University. To identify and develop recommendations for the ideal architectural education system in the future. The study recommends providing professional training programs for teachers on the use of online teaching tools and technologies. Developing an integrated framework and curriculum for architectural education that integrates the best practices of traditional and distance learning. Providing integrated educational platforms that include digital tools and visualization software. Encourage hybrid learning as an effective educational model for the future. Special Issue of AEIC 2024 (Sustainable Architecture and Urban Design Session) | ||
| Keywords | ||
| Distance learning; Hybrid learning; COVID-19 pandemic; Architectural education | ||
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