Undergraduate built environment courses and the post-COVID legacy for learning

Accredited undergraduate built environment courses are designed to prepare students as industry practitioners with appropriate knowledge, skills, and competencies, and accordingly students undertake real-world practice-based learning activities. During the lockdown of the Covid-19 pandemic, learning was, by necessity, moved to online. New problems and solutions evolved for tutors and students as all had to revise their approach. This presented challenges, there was a need to make enhanced use of technology and to encourage students to take a different approach to their learning. This paper seeks to better understand students' perceptions of learning in the enforced online experience and explore whether students had changed their learning approach in the online environment, to better understand their perspective. From this, it was hoped to gain insight as to whether any pedagogic adjustments would benefit from being developed in the post-covid era. Data for this study was gathered through an online survey of undergraduates in their final year of a built environment course and was conducted in the post-Covid era. Findings suggest that students had recognised the value of dialogue, had become more independent as learners, and were more proactive in their learning.