ABSTRACT
This research study compared the perceived performance of interior design students participating in Classroom Learning Versus Online Learning due to the COVID-19 pandemic lockdown in Jordan. The survey results suggest that first-year students had higher satisfaction ratings than third-year students. Second-year students had a medium level of expectations and perceptions regarding both online and classroom learning. The reasons for this difference in perceived performance could be attributed to a variety of factors, such as the novelty of online learning, the more complex coursework of third-year students, and the difficulty of conveying concepts in an online learning environment. In order to ensure that all students are receiving an equitable education, regardless of their year level, it is important to understand the root causes of the difference in satisfaction between first-and third-year students and to develop strategies to address any issues that arise. The findings of this study provide insight into the factors affecting student satisfaction with online learning and can inform the development of strategies to support students in their learning during the pandemic.