Virtual learning environment opportunities for developing critical-reflexive thinking and deep learning in the education of an architect

Migrating to an online format, forced by the Covid-19 pandemic, remarkably affected the teaching-learning process in the architecture studio, characterized by providing a rich social environment and permanent interaction among students and tutors. Therefore, this study aimed to identify the opportunities offered by the virtual learning environment to meet the challenge to continue the social learning process that fosters critical-reflexive thinking (CRT) and deep learning (DP) in architecture students at a private university in Lima. This qualitative case study research collected and validated data from the studio tutor reflexive logbook, class observations, 50 questionnaires and 15 interviews to second-year students. The results showed the challenges found and the effect of the new strategies used. Conclusions highlight the opportunities provided by the virtual learning environment for developing CRT and DL; the continuity of social learning and sense of community, reinforced by auto-reflexive and inter-reflexive dialogues; and the strengthening of tutor accompaniment for social, psychological and emotional support.