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This study aimed to explore the connection between professors' teaching techniques and student learning in practical architecture courses in face-to-face and virtual classes. This study is a descriptive-analytical one. The respondents are the professors of Shiraz Azad University, and the researcher's questionnaires were distributed through virtual media. The findings are the result of testing the suggested hypotheses using inferential statistics and a correlated t-test. The findings show that in the practical courses in architecture and virtual classroom management, the ability to control students and fatigue in class, as well as the observance of justice and fairness, are the factors that the professors consider.
Furthermore, in the teaching approach section, the lack of teaching strategies and the low activity of students is the most significant problem.
Nevertheless, on the other hand, in the way of testing and assessing practical lessons, professors can do better. The fatigue level of the professors is the same in face-to-face and virtual classes. The primary components are more critical and superior because of the product of the said cases in virtual classes. Nevertheless, when all things are considered, the main distinctions and capabilities of each face-to-face and virtual class are recognized. Eventually, some suggestions have been made for the use of virtual education.