Empowering digital transformation in higher education: assessing the effectiveness of asynchronous online learning in architecture pedagogy

Purpose The study investigates the Synchronous Lectures and Asynchronous Tutorials (SLAT) approach in architecture education’s online learning environment concerning its effectiveness. The primary aims are to explore hybrid teaching models’ contributions to student engagement, self-directed learning and success while identifying strategies enabling architecture pedagogy. Design/methodology/approach A mixed-methods approach was used to analyze two undergraduate courses: Human Behavior in Architecture (theoretical) and Building Construction (practical). Students were divided into SLAT and face-to-face (FTF) sections. Performance data, engagement metrics and Course Learning Outcomes (CLOs) mapped to Program Learning Outcomes (PLOs) were gathered using Moodle and Microsoft Teams platforms. Findings The results revealed that SLAT sections achieved significantly higher mean grades than FTF sections, with improvements of 8.96 points in the theoretical course and 7.97 points in the practical course. Interactive tools like Kahoot and Quizizz enhanced student participation and comprehension, while data analytics from digital platforms provided valuable insights into student behavior. SLAT’s activity-based assessments supported critical thinking and collaborative skills, demonstrating its superiority over traditional teaching methods. Research limitations/implications The findings recommend the adoption of hybrid teaching models, the integration of interactive and activity-based assessments and the utilization of digital platforms for tracking and feedback. Training programs to improve educators’ digital competencies and regular evaluations of asynchronous materials are critical to optimizing architecture education. Originality/value This research advances the discussion on digital transformation in architecture pedagogy. It proposes a framework for hybrid teaching approaches, addressing challenges like limited hands-on learning while emphasizing the benefits of self-directed learning, enhanced engagement and collaboration in architectural education.