A Comparative Product Analysis of Online and Face-to-face Basic Design Education

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Eren Ş. G., Uluç Keçik A., Ala E.

35th AESOP Annual Congress, Lodz, Polonya, 11 - 15 Temmuz 2023, cilt.35, sa.2, ss.1107-1127, (Tam Metin Bildiri)

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 35
  • Basıldığı Şehir: Lodz
  • Basıldığı Ülke: Polonya
  • Sayfa Sayıları: ss.1107-1127
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Süleyman Demirel Üniversitesi Adresli: Evet

Özet

The first year of city and regional planning discipline education is based on one-on-one and face-to-face  basic  design  education  and  is  implemented  generally  through  planning  studios  I-II. Different  assignments  are  given  to  freshmen  to  form  their  urban  design  knowledge  and perspectives and to develop their design thinking, creative thinking, and design judgments. Due to the COVID-19 pandemic, online education became obligatory in many universities. Education methodologies, materials, and course contents had to be amended when deemed necessary. The aims and objectives of design courses were fulfilled through different digitalized learning systems and programs. Parallel to these, the quality of the design products differed.Accordingly, this study aims to compare students’ basic design outputs of 2020-2021 online and 2022-2023 face-to-face spring term planning studios of the Süleyman Demirel University, Isparta Turkey.  Different  studies,  which  are  both  designed  during  the  online  courses  are  compared  to face-to-face courses in this study to assess the impacts of online education on students’ learning and  creativity.  It  is  exploratory  research  implementing  a  comparative  analysis  of  final  term assignments.The research presented that there is an increase in the design quality of assignments in face-to-face  education  in  terms  of  enhancing  course  requirements,  the  interactive  character  of  the courses, and changing implementation processes. The level of interaction with students and their efforts to learn and to participate in the course also accelerated. The outcomes of this research can   lead   lecturers   and   academic   staff   enrolled   in   the   first-year   planning   studios   in   the development  of  course curricula,  methodologies,  and  preparation  and  delivery  of  design education.