This article addresses student challenges posed by the need for distance learning in architectural design courses during the COVID-19 pandemic in Shiraz, Iran, in order to ascertain the student perception of a virtual learning experience. It also outlines the methods of managing an affordable education agenda to design online courses in Iran as a part of global efforts. For this purpose, an online survey was conducted in October 2020 based on the exploratory factor analysis. The research sample included architecture and interior architecture undergraduates and postgraduates. Data analysis was performed in SPSS 24. The survey identified six factors as (1) design process and communication skills; (2) self-directed learning; (3) digital sketching, drafting, modeling, and presentation; (4) acquaintances and experiences; (5) technical devices and facilities; and (6) tutorials and assessments. The findings showed some obstacles to the conventional education system in architecture and emphasized the need to redefine the education system based on the new sustainable design pedagogy framework. Therefore, the article proposes a model in which tutors act as consultants and facilitators, whereas students act as self-directed learners. In addition, the e-studio is considered an activity-oriented space to provide an opportunity for interaction, connection, and creativity. The proposed model requires novel learning strategies and tactics.