This study assessed the perceived performance of interior design students in Jordan who were engaged in either classroom or online learning during the COVID-19 pandemic lockdown. According to the survey, first-year students showed greater satisfaction than third-year students. Meanwhile, second-year students had moderate expectations and perceptions of both online and in-person learning experiences. Several reasons may explain this difference, including the novelty of online learning for first-year students, the more demanding nature of third-year coursework, and the challenges involved in teaching complex concepts online. Understanding the factors contributing to these differences in satisfaction is essential to ensuring equitable education for all students. Addressing these factors will help in developing targeted strategies to support students in their academic journey. The findings of this research shed light on key elements influencing students’ satisfaction with online learning and provide valuable insights for shaping strategies to improve student support during the pandemic.
