Adapting Pedagogy in the Pandemic Environment: A Work-in-Progress Analysis of the Impact of Remote Learning in an Architectural Engineering Technology Program

Abstract

During the unprecedented COVID-19 pandemic crisis, classrooms across the globe have abruptly pivoted to virtual learning strategies. This change has posed many challenges with both the pedagogical methodology for instructors and the learning environment for students. Moreover, this transition has prompted the emergence of new virtual instructional techniques. Due to the extenuating circumstance of the pandemic, the author's institution introduced a wide range of virtual teaching modes while holding a limited number of face-to-face classes. Among these courses, Introduction to Graphics is considered to be a critical course that requires in-person learning strategies, as it includes manual drafting with hands-on exercises. In the Fall 2020 semester, the author had a unique opportunity for a comparative analysis with two concurrent graphics course sections: a section that used traditional face-to-face teaching and a section that adopted live-stream remote instruction. This work-in-progress paper will compare the two groups' performances in the Introduction to Graphics course, which shared identical course content. A spatial reasoning test was used to provide quantitative results for the control and test groups. Also, the performance indicator outlined by the department and accreditation body [1] was used for the assessment data. This paper defines various remote teaching methods and evaluates their effectiveness, comparing them to active learning strategies. As graphics courses are common in Architectural Engineering Technology programs, this paper strives to contribute to the wider body of knowledge about the effectiveness of various teaching methods.