ABSTRACT
The COVID-19 pandemic, which began in spring 2020, led to the sudden termination of conventional learning systems. Since then, Synchronous Online Distance Learning (SODL) has been employed as an alternative teaching modality in engineering education. During this shift, educators were required to maintain successful Student Learning Outcomes (SLOs). Therefore, a substantial question was raised about how we could ensure that the knowledge presented through SODL approaches is of sufficient quality? This study aims to develop a tool to evaluate the students' knowledge acquisition while utilizing SODL approaches in engineering education in order to define the ability of this approach to maintain educational continuity, when forced to transition to SODL. A Design-Based Research (DBR) methodology was adopted to link the qualitative research variables in this study;the variable of dimensional analysis is one substantial approach to identifying the aspects of SLOs in a SODL Architectural Engineering (AE) senior project while the collaborative component of this study has been integrated as in-depth structured interviews. Following our analysis, findings indicate that SODL does not necessarily compromise students' skills in acquiring knowledge;furthermore, it advances the AE senior projects curricular paradigm positively.