International Journal of Human Research and Social Science Studies

This study examines the online learning experiences of architecture students in Isabela State University, City of Ilagan Campus, highlighting their diverse preferences, engagement levels, and challenges. While the majority of students show a positive attitude toward online learning, key concerns arise regarding the reliance on smartphones for learning, suggesting the need for mobile-friendly platforms. Despite Google Meet's dominance as the primary platform, there is a call for exploring alternative technologies to enrich the learning experience. Gender differences also emerge, with male students showing higher levels of excitement, participation, and satisfaction with self-regulated learning compared to their female counterparts, who exhibit greater variability in their responses. This discrepancy underscores the need for tailored online learning strategies to foster inclusivity. Additionally, while many students appreciate the flexibility of self-regulated learning, a significant portion expresses dissatisfaction, pointing to the necessity of incorporating more structured and interactive elements. The study further emphasizes the importance of creating more opportunities for discussion and participation, as nearly a quarter of students feel restricted in engaging meaningfully during online sessions. Overall, this research provides valuable insights into the challenges and opportunities within online architecture education, offering a foundation for developing more inclusive, engaging, and effective learning environments in the future.

learning, gender, technology, preferences

1. Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
2. Fleischmann, K. (2019). From studio practice to online design education: Can we teach design online? Canadian Journal of Learning and Technology, 45(1). https://doi.org/10.21432/cjh27849
3. Kira, D., & Sade, R. (2006). Factors affecting online learning. In Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2006).https://www.researchgate.net/publication/267692209_Factors_affecting_online_learning
4. Selvi, K. (2010). Motivating factors in online courses. Procedia - Social and Behavioral Sciences, 2, 819–824. https://doi.org/10.1016/j.sbpro.2010.03.110
5. Soliman, A. (2017). Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Frontiers of Architectural Research, 6, 204–217. https://doi.org/10.1016/j.foar.2017.03.002
6. Ullah, O., Khan, W., & Khan, A. (2017). Students’ attitude towards online learning at tertiary level. PUTAJ – Humanities and Social Sciences, 25(1–2), 63–82.