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Covid-19 Pandemi nedeniyle uzaktan eğitime geçilmesi, özellikle uygulamalı programlarda dolayısıyla da mimarlık ve iç mimarlık programlarında, hem biraz tedirginlik hem de kısa süreli de olsa alışma süreci yaratmıştır. Bu bölümlerde eğitimin uygulama ağırlıklı olması, çevrimiçi olarak verilen kritikler aracılığıyla öğrenciler ve öğretim elamanlarının dijital programlara hâkimiyetlerinin artmasını sağlamıştır. Ancak, öğrencilerin el becerilerini geliştiren maket, çizim vb. şekildeki tekniklerin kullanılmaması ve dijitalleşmeye daha fazla yönlendirilmesi öğrenciler açısından hem avantaj hem de dezavantaj oluşturmuştur. Örneğin, örgün eğitimde öğrencilerin eskiz çalışmaları aşama aşama ilerlerken, uzaktan eğitimde eskiz çalışması yapmadan tasarıma başlamaları örgün eğitime göre eksiklikler meydana getirmiştir. Diğer taraftan maketlerden çok daha hızlı ve ayrıntılı çalışmaların yapıldığı dijital modelleme konusunda yaratıcılıklarında az da olsa gelişme sağlandığı da belirlenmiştir. Öğrencilerin farklı sınıflar ve yarıyıllardaki öğrencilerle iletişimde olmadan, sadece uzaktan eğitimde kendi sınıfındakilerle iletişimde olmaları sosyalleşmelerine ve kendilerini geliştirebilmelerine engel teşkil etmiştir. Çalışma uzaktan ve örgün eğitim olarak ayrılan sistemde öğrencilerin bakış açısıyla her iki sistemin ortaya koyduğu sonuçları mimarlık ve iç mimarlık öğrencileri açısından karşılaştırmak amacıyla kurgulanmıştır. Çalışma, giriş, yöntem, bulgular ve sonuç olmak üzere toplam dört bölümden oluşmaktadır. Öğrencilere özellikle stüdyo dersleri için öğrencilerin eğitimlerini ve gelişimlerini etkileyen faktörler üzerine bir anket formu hazırlanarak, her iki eğitim sistemi için bakış açıları ve değerlendirmelerini elde etmek amaçlanmıştır. Bu doğrultuda öğrencilere toplam 9 sorudan oluşan kısa bir anket formu hazırlanmış ve her iki sistemin eğitime etkisi incelenmiştir. Antalya Bilim Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulu 03.06.2022 tarihli 32 sayılı kararına göre öğrencilere gönderilen ankette soruların ölçme değerlendirmesi özgün olup, araştırma ekibi tarafından geliştirilmiştir. Anket Google Forms üzerinde oluşturulup öğrencilere değerlendirmeleri için mail yoluyla gönderilmiştir. Anketin içeriği uzaktan eğitim sistemi ile örgün eğitim sisteminin karşılaştırılmasını içerek şekilde tasarlanmıştır. Anketlerin değerlendirilmesinde SPSS istatistik yazılımı kullanılarak analizler yapılmıştır. Belirlenen anket sonuçları ışığında öğrencilerin mekân, zaman yönetimi ve öğretim elemanlarından aldıkları kritik sayılarının yaratıcılıklarına etkisi araştırılmıştır. Sonuç bölümünde stüdyo dersleri için uzaktan eğitim ile örgün eğitim arasındaki yaratıcılıkları etkileyen durumlar belirlenip, zorunlu olarak uzaktan devam etme durumu halinde dikkat edilmesi gereken yönler üzerinde durulmuştur.
Covid-19 Pandemic has created a process of distance education, especially in the applied programs, and in the architecture and interior architecture programs, both a bit of anxiety and a short-term process of habit. The importance of the application of education in these sections has made it possible for students and teachers to increase their dominance of digital programs through online criticisms. However, painting, drawing, etc. that develops students’ hands-on skills. The lack of use of the techniques in the form and the further orientation to digitalization has created both advantages and disadvantages for students. For example, while students’ sketch studies are progressing gradually in the day-to-day education, they begin to design without making sketch studies in distance education has caused shortcomings according to the day-to-day education. On the other hand, it has also been determined that much faster and more detailed studies have been carried out in digital modeling in their creativity, though less, have been achieved. It has prevented students from being socialized and able to develop themselves without communicating with students in different classes and semesters, only in distance learning. The study was established in the system divided as a distance and day-to-day education with the aim of comparing the results presented by both systems from the point of view of students in architecture and interior architecture. It consists of four sections: study, entry, method, findings and results. It is intended to provide students with a survey form on the factors that influence the education and development of students, especially for studio courses, and to obtain their views and assessments for both educational systems. In this direction, a short survey form consisting of a total of 9 questions was prepared for students and the impact of both systems on education was studied. Antalya University of Sciences Social and Human Sciences Scientific Research and Publishing Ethics Council 03.06. According to Decision No. 32 of 2022, the question measurement assessment in the survey sent to students is original and developed by the research team. The survey was created on Google Forms and sent by email to students to evaluate. The contents of the survey are designed to include the comparison of the remote education system with the current education system. Analysis was carried out using SPSS statistical software. In light of the determined survey results, the impact on the creativity of the critical numbers that students receive from the space, time management and teaching staff has been studied. The result section focuses on the situations that affect the creativity between distance learning and day learning for studio courses, and on the aspects that must be observed in a state of necessarily distance continuation.
The transition to online education due to the Covid-19 Pandemic has created both a bit of uneasiness and a short period of getting used to it, especially in practical programs and therefore in architecture and interior architecture programs. The fact that the education in these departments is practice-oriented has increased the dominance of students and instructors in digital programs through online critiques. However, there are models, drawings, etc. that improve students' hand skills. Not using such techniques and directing them more towards digitalization has created both an advantage and a disadvantage for students. For example, while the sketches of the students in face to face education progress gradually, the fact that they start designing without sketching in online education has created deficiencies compared to face to face education. On the other hand, it has been determined that there has been a slight improvement in their creativity in digital modelling, where much faster and more detailed studies are made than models. The fact that the students were not in contact with the students of different classes and semesters, but only in online education with their classmates, prevented them from socializing and improving themselves. The study was designed to compare the results of both systems from the point of view of students in the system divided into online and face to face education in terms of architecture and interior architecture students. The study consists of four parts: introduction, method, findings and conclusion. It is aimed to obtain perspectives and evaluations for both education systems by preparing a questionnaire on the factors affecting the education and development of students, especially for studio lessons. In this direction, a short questionnaire consisting of 9 questions was prepared for the students and the effects of both systems on education were examined. According to the decision of Antalya Bilim University Social and Human Sciences Scientific Research and Publication Ethics Committee dated 03.06.2022 and numbered 32, the evaluation of the questions in the questionnaire sent to the students is original and developed by the research team. The questionnaire was created on Google Forms and sent to the students via e-mail for evaluation. The content of the questionnaire was designed to include a comparison of the online education system and the face to face education system. In the evaluation of the questionnaires, analyzes were made using SPSS statistical software. In this case, survey results, the effect of the students' space, time management and the critical numbers they received from the instructors on their creativity is being investigated. In the conclusion part, the situations that affect creativity between online education and face to face education for studio lessons are determined and the aspects that should be considered in the case of compulsory online education are emphasized.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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