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Those who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.

An online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.

Educator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.

It is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.

U.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.