Manuscript received September 27, 2023; revised October 19, 2023; accepted December 25, 2023; published March 22, 2024
Abstract—Addressing the challenge of bridging the theory-practice gap in academic programs, particularly in applied disciplines, remains a significant concern for the educational system, even in a theoretical course. This issue is particularly apparent in architectural programs where instructors strive to enhance their course plans by incorporating Applied Based Learning (ABL) tasks that connect theoretical and practical knowledge while emphasizing essential skills. This study assesses how well this strategy works in theoretical classes, even for distance learning. Thus, in the fall semester of 2022, a performance assessment module had been added to the online theoretical course “History of Architecture II,” intended for second-year students. The study compared the learning outcomes of 41 students with relevant objectives through quantitative analysis using the Rasch model and WINSTEPS software as a tool. The study’s findings show that their performance generally improves when students participate in group projects. However, the research also shows that when students participated in applied tasks, their learning ability indicators significantly enhanced, which is a novel approach to teaching architecture. This underscores the need to integrate more educational tasks with practical implications into theoretical courses aligned with architecture as an applied science. The findings can serve as a roadmap to enhance the efficacy of architectural online education.
Keywords—learning competencies, learning outcomes, e-learning, architecture program, applied-based learning
Cite: Rabab Muhsen and Rama Al Rabady, "Establishing the Theoretical Constructs for e-Learning in Applied Architecture Programs," International Journal of Information and Education Technology vol. 14, no. 3, pp. 510-520, 2024.