Attitudes and Perceptions to the Online Education of the Architecture Students

Abstract This study examines the online learning experiences of architecture students in Isabela State University, City of Ilagan Campus, highlighting their diverse preferences, engagement levels, and challenges. While the majority of students show a positive attitude toward online learning, key concerns arise regarding the reliance on smartphones for learning, suggesting the need for mobile-friendly platforms. Despite Google Meet's dominance as the primary platform, there is a call for exploring alternative technologies to enrich the learning experience. Gender differences also emerge, with male students showing higher levels of excitement, participation, and satisfaction with self-regulated learning compared to their female counterparts, who exhibit greater variability in their responses. This discrepancy underscores the need for tailored online learning strategies to foster inclusivity. Additionally, while many students appreciate the flexibility of self-regulated learning, a significant portion expresses dissatisfaction, pointing to the necessity of incorporating more structured and interactive elements. The study further emphasizes the importance of creating more opportunities for discussion and participation, as nearly a quarter of students feel restricted in engaging meaningfully during online sessions. Overall, this research provides valuable insights into the challenges and opportunities within online architecture education, offering a foundation for developing more inclusive, engaging, and effective learning environments in the future.