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

• Published in: Springer Proceedings in Complexity
• Main Author: Salman M.; Samadi Z.B.; Saquib M.; Yusoff Z.M.
• Format: Conference paper
• Language: English
• Published: Springer Science and Business Media B.V. 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182007346&doi=10.1007%2f978-3-031-44721-1_29&partnerID=40&md5=8dd0ead6db1ec0088c81a2b9f604cc0f

Due to the covid-19 pandemic all the ongoing physical classes are stopped and later shifted to the virtual mode of teaching and learning. This sudden shift tested our preparedness and the status of our infrastructure, but the results are not satisfactory as expected, especially in the terms of studio-based courses in architecture education. The concept of virtual pedagogy or online teaching and learning are not the new, they have been evolved with the development of computer and internet technology in the early 1960s since that time it followed a long trail of experimentation and further development to get what we have now i.e., the tools and applications we are using for teaching and learning process. This paper aims to identify the issues and challenges of virtual pedagogy in architecture education experienced by both teachers and students’ community during the process of online teaching and learning. The study is based on the exploration of recently published articles from the various databases having similar area of study. In the end the paper will provide a comprehensive collective data on the problems faced by both teachers and students’ community during online teaching and learning process in architecture education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.