Influence of Virtual Learning Environments on Student Achievement for Sustainable Development

As a result of the global pandemic, in-person lecture delivery method was interrupted and thus, the necessitated adoption of Virtual Learning Environments (VLEs) for the continuity of learning. However, considering that architectural education is hands-on and field-dependent, continuous design studio mentoring is expedient. This study therefore explored the potential of adopting VLE, especially in hands-on related disciplines and how this fosters student achievement in driving sustainable development. Descriptive statistics were employed to analyse quantitative data gathered from a randomly selected sample of architecture students representing three private universities in Nigeria. Findings from this research revealed that learning continued during the lockdown within the subject discipline. Notably, 86.6% of respondents utilized virtual meeting software like Zoom, Google Meet, Microsoft Teams, and Cisco WebEx, while 12.4% utilized Learning Management Systems (LMS) such as Moodle. Additionally, accessible facilities like comfortable study areas, a steady power supply, internet connectivity, and studio materials contributed to a successful VLE experience. This research strongly advocates for the continuation of hybrid learning in architectural education, combining physical and virtual modes to deliver enriching and memorable learning experiences to enhance education for sustainable development.


Introduction
The integration of innovative pedagogies has become imperative, especially in the pursuit of fostering sustainable development.Formal learning and schooling traditionally occur within physical learning spaces and their surrounding environments, known to positively impact students' learning outcomes and various variables [1, 2, 3, 4, 5, and 6].Consequently, the influence of physical learning environments has garnered significant research interest in recent times, with cross-disciplinary fields like architecture, education, and psychology exploring its IOP Publishing doi:10.1088/1755-1315/1342/1/012035 2 impact to inform practice, policy, and pedagogy.In architectural education, formal learning involves working on design projects within enclosed learning spaces known as design studios [7].Here, students collaborate, engage, and acquire the affective, behavioural, and cognitive skills essential for their architectural studies, a phenomenon often termed "architectural design studio culture."However, the global COVID-19 pandemic brought about the closure of schools, offices, and public gatherings as a preventive measure [8].Their research on engineering students in Nigeria reaffirmed the emergence of virtual learning and its benefits of flexibility and convenience.Similarly, studies in retrofitting learning spaces have highlighted the need for learning institutions to remain flexible and responsive to learners' needs [9].The lockdown unexpectedly triggered a potential future of learning as physical learning environments were shut down, significantly disrupting schooling and lecture delivery modes.Hybrid learning, a combination of traditional face-to-face instruction and online modalities stands out.However, to achieve the online modality, VLE comes into play.A Virtual Learning Environment (VLE) is defined as a web-based platform where learners can interact with tutors and access digital resources, enhancing their learning experience [10].Targeted primarily for educational purposes for schools and educators, VLEs are sometimes known as Learning Management Systems (LMS) [11], which may apply more to training employees or professionals based on personal or corporate goals.VLE packages encompass the teaching curriculum divided into modules with corresponding resources and assessments, enabling tutors to track students' progress and facilitate communication among learners and tutors.VLEs come in two categories: those with commercial licenses, such as Blackboard, and those with open-source licenses, like Moodle [10].Google Classroom, launched in 2014 by Google for Education, also offers an alternative to Blackboard and Moodle [13].Effective VLEs prioritize communication as a fundamental aspect [14].
Amidst the COVID-19 lockdown, institutions turned to VLEs through live-streaming platforms to continue instruction and learning.Schools in Nigeria that were not accustomed to VLEs resorted to e-learning during the lockdown [15].Additionally, faculty age, educational attainment, and teaching experience significantly influenced the effectiveness of VLE elearning applications [15].Public institutions also faced challenges with VLE effectiveness due to inadequate ICT infrastructure and limited ICT literacy among university lecturers and students, among other factors [16].
Critical reviews of literature have explored school-based environments and their expected changes in teaching and learning, with an emphasis on the Innovative Learning Environment (ILE) phenomenon accommodating various pedagogies [17].In VLEs, the traditional learning environment's affordances, such as physical space, objects, and people, are replaced by the study/reading area, home environment, and family connections [17,18].Notably, the negative impact of COVID-19 extended beyond education and learning, also affecting the economic well-being of individuals, leading the government to distribute palliative materials to mitigate lockdown effects, as a hungry learner can find learning difficult [19].
Before the lockdown, learning environment researchers addressed several design questions, such as enhancing overall learning experiences in higher education learning spaces [20].User-Centred Design (UCD) plays a crucial role in the planning process, considering users as the IOP Publishing doi:10.1088/1755-1315/1342/1/0120353 core of the learning space [21].Similarly, for VLEs, it becomes vital to address the question, "How can the virtual learning space boost the overall learning experience?" [6] identified eleven factors significantly influencing students' learning outcomes, emphasizing the need for VLEs to provide a positive learning experience.Given the hands-on nature of architecture courses, including lectures, field trips, mentoring, and design studio critiques, this research investigates the impact of VLEs on the learning experience of architecture students during the COVID-19 lockdown.This study addressed the following research questions: i.What is the profile of the sampled architecture students, and how prepared were they for a full transition to VLE during the lockdown?ii.What was the context surrounding the academic continuity of learners during the lockdown?iii.How effective was the VLE adopted on the learning experience of architecture students, and what challenges were faced?

Methods
The data collection instrument for this research was designed and administered online, aligning with the research questions.The sample consisted of architecture students from three selected private universities in Nigeria, namely Covenant University, Bells University of Technology, and Caleb University.The data collection covered the following areas: a.To identify the profile of the sampled architecture students and their preparedness for a full transition to VLE during the lockdown, relevant data on respondents' gender, academic level during the lockdown, university, and GPA after the lockdown semester were collected.Additionally, data on the VLE adopted and the continuity of learning, as well as the mental and psychological preparedness for transitioning to VLE, were gathered.
b.In exploring the context surrounding the academic continuity of learners during the lockdown, data related to the available facilities at home and the level of home-front support were collected.The flexibility of the lecture timetable during the lockdown was also investigated.c.To assess the effectiveness of the adopted VLE on the learning experience of architecture students and the challenges faced during the COVID-19 lockdown, the questionnaire collected data on the helpfulness of lecture notes and video materials provided.Moreover, various components of the VLE, including forums, quizzes, interaction, communication, and assignment submissions, were evaluated.
Data analysis was performed on responses from a total of 97 participants, utilizing descriptive data presented in charts and tables.The sample had a higher percentage of male respondents (59.8%) compared to female respondents (40.2%).There is however an even spread of respondents across the four levels of the architecture program with the highest number of respondents from the 300 Level (32%) of the architecture program in the three universities as seen in Table 2. Figure 1 shows the Grade Point Average (GPA) of respondents after the lockdown semester.
Approximately half of the respondents achieved a second-class upper GPA after the lockdown semester, and the majority (54.6%) reported improved academic performance during the predominantly virtual semester.This suggests that good academic performance could be sustainable in a Virtual Learning Environment.
Figure 1.GPA of respondents after the lockdown semester While 50% of the respondents were mentally and psychologically prepared for the transition to Virtual Learning Environment (VLE), a significant proportion (33%) were not adequately prepared as shown in Figure 2.  Beyond the availability of ICT facilities, students needed home-front support to succeed in the Virtual Learning Environment.Figure 4 shows that the most significant conditions supporting respondents' success in the VLE were comfort and conduciveness of the learning environment, as well as safety and cleanliness of the environment.The extent of flexibility of the lecture schedule was also influential in supporting the Virtual Learning Environment as shown in Figure 5.More than half of the respondents (55.7%) appreciated the flexibility of the lecture schedule in avoiding being overwhelmed during the lockdown semester.To measure the effectiveness of the VLEs, the following data were analysed and are hereby presented.A majority of respondents found VLE to be very helpful, indicating a positive overall perception of its impact on their learning experience as shown in Figure 6.Further studies are recommended to develop a framework towards the future of higher education using Virtual Learning Environments.Although many students found interactions with lecturers outside of class helpful, 37.1% did not find them beneficial as shown in Figure 8.

Figure 8. Impact of interactions with lecturers outside of class
Online group activities and forum interactions were largely helpful according to 61.9% of respondents, but 39.2% had a different perspective.Nevertheless, the opportunities to ask questions and contribute during classes were found helpful by 77.2% of respondents as shown in Figure 9.

Figure 9. Impact of opportunities to ask questions; make comments and contributions in the VLE
The VLE provides an opportunity to submit projects, assignments and quizzes.Figure 10 shows that projects, assignments, quizzes, and term papers in the VLE were reported to be helpful by a combined percentage of 77.3% of respondents.
. Figure 10.Impact of opportunity to submit projects, assignments and quizzes in the VLE At the end of the lockdown, 73.2% of respondents affirmed that the Virtual Learning Environment was very helpful with the provision of lecture notes, design studio mentoring, video materials, online activities, and offline interactions among others.Going forward, it was found that a significant majority (72.2%) preferred a hybrid of physical and virtual learning modes as shown in Figure 13.This suggests that a hybrid learning mode will deliver a rich and memorable learning experience.

Figure 13. Preference for a hybrid of physical and virtual learning modes
Although the VLE has great promises; 32% of respondents rather preferred the in-person class interaction over the virtual learning mode, 35% found the virtual learning mode more effective, and the rest were indecisive as shown in Figure 14. Figure 15 revealed that a combined 31.3% of respondents were satisfied with their learning experience with the VLE adopted by their respective institutions, although 53.1% were not satisfied.This could have been influenced by the eminent challenges of internet data access, constant power/electricity, and access to a computer.Specifically, 57.7% reported access to data was a barrier to a smooth learning experience in the Virtual Learning Environment (VLE) while 53.6% reported access to constant power/electricity was a barrier to a smooth learning experience in the VLE, although only 35% reported access to a computer (laptop/tablet/mobile phone) was a barrier to a smooth learning experience in VLE.This finding aligns with [8] on the erratic nature of power supply, and the high cost of internet data. .Findings from Table 3 show that 3.46 was the average GPA of respondents after the lockdown semester.Also, a mean score of 3.47 was reported, indicating the flexibility of the lecture schedule used in the VLE.In addition to this, the results from the table showed that students completed assignments on time as validated with a mean score of 3.18, with a standard deviation of 0.91.Overall, respondents indicated a high satisfaction with their learning experience in the VLE with an average score of 3.96, which positively affirmed the use of VLE for hands-on disciplines, like Architecture.In the same vein, respondents' academic performance was satisfactory with a mean score of 3.79.

Conclusion and Recommendation
This research has revealed the approach of adoption of VLE for hybrid learning and its impact on students' academic achievement.Despite the challenges posed by the global lockdown, findings from this study revealed the continuity of learning against preconceived possibilities of adopting VLE for architecture, a hands-on and field-dependent discipline.Through this learning mode, lectures were delivered, students received lecture materials, video resources and most importantly, design studio mentoring, aside from other online activities, and offline interactions.Findings from this study are consistent with previous research in literature on the need for user-centred design and the need for a conducive home environment to support VLEs.This is without prejudice to the importance of the mental and psychological readiness of students to embrace a hybrid approach to learning.Of note, in the VLE is the flexible nature of lecture schedule which helped to avoid overwhelm during the lockdown semester.Moreover, the study reveals that the availability of various resources, such as uploaded lecture notes and video materials, as well as interactive elements like forums, quizzes, and assignment submissions, contributed to a comprehensive learning experience.This also aligns with similar research that highlighted distance learning as a future direction in teaching for academic continuity in university education [22].
While the majority of respondents found VLEs to be very helpful and appreciated the opportunities for interaction and engagement during classes, it is crucial to recognize that some students may have specific preferences for in-person interactions.This highlights the importance of maintaining a balance between physical and virtual learning modes to ensure an inclusive and transformative educational experience.Collectively, the results support the notion that transformative pedagogies, implemented through virtual learning environments, have the potential to revolutionize the field of education.Findings from this study is contributory to the influence of technology on education, as evidenced in the positive impact of the VLEs on the academic achievement of students and the continuity of learning.Although COVID-19 pandemic accelerated the adoption of VLEs in many hands-on and field-dependent disciplines like architecture, it served as a reminder to the growth mindset and innovative minds required from educators and educational administrators to stay at the cutting edge of technology, policy, and development.As a result, institutions continue to improve on their digital infrastructure, with capacity building measures to support faculty and students in embracing new modes of learning.Although lecture delivery had since returned to in-person after the lockdown, this study advocates for the continued integration of transformative pedagogies through a hybrid approach that combines physical and virtual learning modes.With this approach, educators can continue to upskill and improve on their digital skills whilst harnessing the benefits of virtual learning environments and physical learning environments without sacrificing either to prepare

Figure 2 .
Figure 2. No. of respondents mentally and psychologically prepared for the transition into VLE

Figure 3 .
Figure 3. Available facilities at home to support the Virtual Learning Environment

Figure 4 .
Figure 4. Available conditions from the home environment in supporting VLE

Figure 5 .
Figure 5. Extent of the flexibility of the lecture schedule in supporting VLE

Figure 6 .
Figure 6.The overall impact of the use of VLE in the lockdown semester

Figure 7 .
Figure 7. Impact of uploaded lecture notes and video materials provided by tutors in the VLE

Figure 11
Figure 11 evaluated the quality of slides, sketches, notes, podcast and video lessons uploaded in the VLE.49.5% affirmed the good quality of the learning resources & materials uploaded in the VLE.

Figure 11 .
Figure 11.Quality of the learning resources & materials uploaded in the VLE

Figure 12 .
Figure 12.How enjoyable the learning experience was in the VLE

9 Figure 14 .
Figure 14.No. of Respondents who found the online class delivery more effective than traditional in-class delivery

Figure 15 .
Figure 15.Overall satisfaction of the VLE on learning experience during the lockdown

Table 1 .
Profile of Sampled Architecture Students and How Prepared They Were for a Full Transition to VLE during the Lockdown.Table1shows the spread of respondents across the three universities sampled Spread of respondents across the three sampled universities 4 3.1

Table 2 .
Spread of respondents across the four levels of the architecture program in the three institutions

Table 3 .
Summary statistics of selected variables from sampled architecture students IOP Publishing doi:10.1088/1755-1315/1342/1/01203511 for the future of education and the evolving role technology plays in shaping learning experience.