Investigating the Impact of COVID-19 on Architectural Education from Students Perspective
Vasudha Gokhale (B.N.College of Architecture);
Madhura Vaze (BKPS College of Architecture).
|Issue:||Vol 10, No 2 (2021)|
|Citation:||Vasudha Gokhale and Madhura Vaze (2021). "Investigating the Impact of COVID-19 on Architectural Education from Students Perspective." International Journal of Architecture, Engineering and Construction, 10(2), 1-11.|
|Publisher:||International Association for Sustainable Development and Management (IASDM)|
|Abstract:||COVID-19 outbreak led to an extraordinary disruption to the educational landscape all over the globe. This research aimed to explore the impact of this global health emergency on students of architecture. It examines the psychological impact of the pandemic on the students and their preparedness for the expected post-pandemic new normal, representing the intense use of digital media in the context of architectural education. The methodology adopted included a questionnaire survey performed in architecture schools under the University of Pune India. To decipher acceptance of digital pedagogy, the technology acceptance model (TAM) is adopted. The study revealed that the pandemic imposed social isolation resulted in psychological disorders that adversely affect the transition towards digital pedagogy. The use of digital mode in architectural design studio was not preferred given the absence of interpersonal communication. It is found that the hurried shift in pedagogy from traditional to digital suffered from a lack of adequate resources that impeded knowledge dissemination. The findings contribute to the likely rapid pedagogic change in the architectural discipline capturing key aspects of digital pedagogy’s success in the post-pandemic scenario. It will help academicians and policymakers to envision the post-pandemic educational landscape to move towards the predicted new normal.|
|Keywords:||Pedagogy, locus of control, future anxiety, self-efficacy, temporal and spatial flexibility|