Abstract
This paper attempts to demonstrate and compare challenges and opportunities in virtual and direct education in architecture in Iran, specifically in fundamental courses. Two different programs (direct and virtual education) have been run in two different branches of Shiraz University, in Shiraz and Dubai, for two successive fundamental courses. Both cases were observed accurately by the authors during two semesters and the result qualities were collected and assessed. The main questions of this paper are: what are the advantages and disadvantages of virtual and direct education? And which method ends to a better quality in result in architecture fundamental courses? The query is based on the case study method using a combination of strategies and content analysis techniques. The information is collected through library and fields studies, and completed through questionnaire and analyzing it's components by the statistical software.
 Keywords: Architecture, virtual education, direct education, statistical software, Iran.
Highlights
Nowadays, the architecture and construction industry is facing enormous technological and institutional transformations with their resultant difficulties and challenges
The main questions of this paper are: what are the advantages and disadvantages of virtual and direct education? And which method ends to a better quality in result in architecture fundamental courses? The query is based on the case study method using a combination of strategies and content analysis techniques
Enhancing creative thinking through virtual education is another vital and emerging trend in this subject. It seems to be without difficulty in many courses of the studies, but how it would be in architecture education, due to its theoretical and functional aspects?
Summary
The architecture and construction industry is facing enormous technological and institutional transformations with their resultant difficulties and challenges. Enhancing creative thinking through virtual education is another vital and emerging trend in this subject. It seems to be without difficulty in many courses of the studies, but how it would be in architecture education, due to its theoretical and functional aspects?. As a lecturer at Shiraz University with 16 years’ work experiences, especially on fundamental courses such as “Introduction to architecture design studio (1&2)”, teaching these courses online was a challenge at the beginning. This paper discusses the author’s experiences of these 2 successive courses during 2 years, in two branches of Shiraz university (Shiraz& Dubai), which is accomplished with learner’s aspects of mind
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