Background and Objectives: E-learning is the newest form of distance learning and is an approach to curriculum planning in which, in addition to using inclusive methods, computer tools and the Internet are used. Today, there is a growing focus on the e-learning approach to learning and teaching in order to meet the changes and challenges of higher education. An approach that is specifically tailored to the new education and improves education in the higher education environment. Numerous components are effective in learning and teaching in the method of virtual education and also the effect of virtual teaching and learning in courses of different nature is different. These topics prompted researchers to research the nature of e-learning in various courses. This study seeks to identify the impact of virtual education in the field of architecture. Architecture education at different levels is an aspect of higher education that has a special method and process due to the role and position of professionals in this field in the country. The nature of this field is different from other fields due to being taken without practical and theoretical courses. Therefore, the purpose of this study is to explain the position of virtual education in the field of architecture and specifically in the practical and theoretical courses of this field, which is derived from the practical and theoretical nature. Reveals.
Methods: This research is applied in terms of descriptive nature and survey type. The data collection tools in this study are quantitative and qualitative. The statistical population of this research is 78 undergraduate students of state architecture in University of Torbat Heydarieh. Data collection tools in this study include qualitative and quantitative cases. Statistica software and a questionnaire were used to assess the impact of e-learning on practical and theoretical courses in architecture. The questionnaire used in the research was designed as five options of the Likert spectrum. Cronbach's alpha coefficient was used to check the validity or reliability of the questionnaire. In order to analyze the data in this study, the collected information was entered into SPSS software and then the data were analyzed at both descriptive and inferential levels.
Findings: The findings of this study show that the six indicators of interactivity, interpretation, peer support, understanding of all aspects, communication and teacher support are effective in virtual education in the field of architecture and its practical and theoretical courses.
Conclusion: The present study focuses on the effect of virtual education on practical and theoretical courses in architecture at the university. The results obtained in this study can be useful for learning environments as well as other subjects in general. The main focus of this research is stated. This study states that virtual education has many effects on learning architecture and more interaction in this field and in practical and theoretical courses, but the effectiveness of the components related to virtual education in both practical and theoretical courses are different from each other. Theoretical courses The effectiveness of e-learning is far greater than practical courses.
©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.