Integrating Video-based Collaborative Platform to Foster Autonomous Learning in Architectural Drafting Class

Abstract

Background: The integration of well-designed instructional technologies is not only a pedagogical innovation but also a workforce imperative, particularly for developing nations seeking to close the gap between classroom training and professional practice. Video-based learning has matured into a well-theorized field grounded in cognitive load theory and multimedia learning principles, with systematic reviews confirming that segmented, signaled, and replayable videos significantly improve student outcomes in skill-based subjects. Aims: This study examined the acceptability and validity of integrating video-based tutorials and collaborative online activities through Slack as an instructional strategy to foster autonomous learning among second-year Architectural Drafting Technology (ADT) students. Study Design: Quantitative descriptive-evaluative research design anchored on the ADDIE Model of instructional design and the Technology Acceptance Model (TAM). Place and Duration of Study: College of Industrial Technology, Surigao del Norte State University (SNSU), Main Campus, Surigao City, Philippines, during the academic year 2025–2026. Methodology: Data were gathered from two ADT experts, two Information Technology (IT) validators, and fifty (50) second-year ADT students enrolled in ADT 212 Basic Computer-Aided Design (CAD) using three instruments: the LRMDS Educational Soundness Checklist of the Department of Education, the LRMDS Evaluation Rating Sheet for Non-Print Materials, and a researcher-adapted TAM survey covering five constructs—Perceived Ease of Use, Perceived Usefulness, Behavioral Intention to Use, Instructional Use of Slack, and Autonomous Learning. Descriptive statistics, specifically mean and standard deviation, were used to analyse the data. Results: The integrated video-based and collaborative materials passed all four LRMDS educational soundness indicators with overall ratings of Integrity (95.75%), Learner Focus (95.35%), Usability (93.75%), and Accessibility (92.5%), and achieved a Very Satisfactory educational quality rating with an overall mean of 3.95 across Content Quality (M = 3.95), Instructional Quality (M = 3.93), and Technical Quality (M = 3.96). Student acceptance was consistently high across all four TAM constructs—Perceived Ease of Use (M = 4.38), Perceived Usefulness (M = 4.50), Behavioural Intention to Use (M = 4.29), and Instructional Use of Slack (M = 4.18). Autonomous learning attained an overall mean of 4.34 (SD = 0.58), with the highest indicator being students' capacity to practice drafting independently using Slack (M = 4.72). Conclusion: The integration of video-based tutorials and Slack-based collaboration is a viable, educationally sound, and well-accepted instructional model for architectural drafting in Philippine technical-vocational higher education. The model offers a tested, low-cost, and scalable intervention aligned with the TESDA National Technical Education and Skills Development Plan 2023–2028.