| description abstract | Architecture and architectural engineering (A/AE) education has always relied on traditional (face-to-face) delivery modality in a studio-based environment. However, COVID-19 impacted the field of education by effecting a transition to an Online Learning Environment (OLE), which relied on computer hardware and software for content delivery. This transition affected the A/AE faculty, which faced a new challenge in the form of online delivery of design studios. A survey was then carried out after closure of universities post-COVID-19 to assess the OLE experience of the A/AE faculty and examine the relationship between laptop requirements and faculty perceptions about online education. This study is comprised of online survey responses from 143 US A/AE educators. Respondents reflected on their experience before January 2020, during the time of COVID-19 impact or transition, and potential future impacts for the Spring of 2021. In this study, the impacts on faculty proficiency with online architecture instruction, existing technological infrastructure, and faculty communication with students were determined. Relationships were found between university or departmental laptop requirements and faculty experience with developing online coursework curriculum and delivering the curriculum only via online methods, like live streaming (synchronous), recorded lectures (asynchronous) or a blend of both. The research provides empirical evidence that depicts the impacts of COVID-19 during the transition period. Although this study does not find any causal relationships, it presents empirical evidence on the impacts of COVID-19 on Architecture and Architectural Engineering educators during the transition to online learning environment and offers several practical implications. To better prepare for similar future events and enhance resilience in architecture education, educational institutions should invest in faculty training for achieving technological proficiency, ensuring smoother transitions to digital learning and improved course quality. Additionally, as technology and online course offerings evolve, a periodic reevaluation of laptop requirements is necessary. Providing resources and support for faculty transitioning to online teaching can help ensure seamless transitions and enhance overall effectiveness. Lastly, institutions should encourage and support the adoption of online courses and initiate dialogs among stakeholders, including administrators, educators, students, industry partners, and others, to identify barriers to the success of online education and develop strategies to enhance resilience in the face of future events. | |
