Distance Learning under the Covid-19 Conditions within Architectural Education
Distance learning is one of the means of education used in various levels, from primary school to college. However, distance learning in architectural education differs from other disciplines, as architectural education is design-based with predominantly applied courses. As the spring semester of the 2019/20 academic year had to continue online due to the Covid-19 pandemic and it remained uncertain whether or when face-to-face (FtF) education will start till the end of the term, the necessity to focus on online education suddenly raised in architectural faculties. This study aims to start a discussion on how to proceed with online architectural education, focusing on quality, defining the fundamentals, and proposing suggestions within this scope. In order to achieve this aim, research on the evaluation of the existing distance learning platforms of universities, the differences between the implementations of theoretical and applied courses, the advantages and disadvantages of the process are made. For this purpose, a comprehensive literature review on universities that provide fully online, hybrid and conventional (FtF) education throughout the world is conducted, given and discussed in the paper. After the research on ongoing processes, a case study to determine the experiences, opinions and approaches of students and academic staff with the scope of emergency remote teaching is designed and conducted. Together with the findings of the review and the case study, the challenges, strengths and opportunities of online architectural education are discussed and evaluated with a focus on maintaining and raising the quality of the education. In conclusion, suggestions and proposals are made and presented to be applied and developed in architecture faculties’ future online education experiences.
Ahmad, L., Sosa, M., & Musfy, K. (2020). Interior design teaching methodology during the global Covid-19 pandemic. Interiority, 3(2), 163–184.
Allo, G., & Deli, M. (2020). Is the online learning good in the midst of Covid-19 pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10.
Alnusairat, S., Al Maani, D., & Al-Jokhadar, A. (2020). Architecture students’ satisfaction with and perceptions of online design studios during Covid-19 lockdown: The case of Jordan universities. Archnet-IJAR: International Journal of Architectural Research, 15(1), 219–236.
Archinect. (2020). Architecture deans on how covid-19 will impact architecture education. https://archinect.com/features/article/150195369/architecture-deans-on-how-covid-19-will-impact-architecture-education.
Bender, D. M., & Vredevoogd, J. D. (2006). Using online education technologies to support studio instruction. Education Technology & Society, 9(4), 114–122.
Bitzer, D. L. (1986). The PLATO project at the University of Illinois. Engineering Education, 77(3), 175–80.
Celik, D. (2017). Assessment of the practices of distance education centers in universities of Turkey in terms of adult education (Doctoral dissertation, University of Ankara). https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
Ceylan, S., Sahin, P., Secmen, S., Somer, M. E., & Suher, K. H. (2020) An evaluation of online architectural design studios during Covid-19 outbreak. Archnet-IJAR: International Journal of Architectural Research, 15(1), 203–218.
Council of Higher Education. (2020, May 7). Council of higher education takes action towards the troubles of disabled students in distance learning. https://www.yok.gov.tr/Sayfalar/Haberler/2020/engelli-ogrenciler-icin-uzaktan-egitim.aspx
Council of Higher Education. (2020, May 27) Council of higher education announced the basic principles of the exams to be held in digital environment. https://www.yok.gov.tr/Sayfalar/Haberler/2020/ universitelerde-dijital-sinavlarin-temel-ilkeleri.aspx
Dhawan, S. (2020). Online learning: A panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.
Dunton, J. (2020). How Covid-19 is changing the face of architecture schools. https://www.bdonline.co.uk/news/how-covid-19-is-changing-the-face-of-architecture-schools/5105159.article
Elumalai, K. V., Sankar, J. P., Chandrahasan, R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha, M. A. (2020). Factors affecting the quality of e-learning during the Covid-19 pandemic from the perspective of higher education students. Journal of Information Technology Education: Research, 19(1), 731–753.
Ghonim, M., & Eweda, N. (2018). Investigating elective course in architectural education. Frontiers of Architectural Research, 2018(7), 235–256.
Harting, K., & Erthal, M. (2005). History of distance learning. Information Technology, Learning and Performance Journal, 23(1), 35–44.
Hilburg, J. (2020). The Coronavirus pandemic is forcing architectural schools to rethink remote learning. https://www.archpaper.com/2020/06/coronavirus-pandemic-architecture-schools-rethink-remote-learning/
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Jafri, M. S., & Varma, A. (2020). Covid-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education. Archnet-IJAR: International Journal of Architectural Research, 15(1), 189–202.
Kaya, Z. (2002). Uzaktan eğitim [Distance learning]. Pagem A.
Khalid, S., & Steino, M. (2017). The hybrid studio – introducing Google+ as a blend learning platform for architectural design studio teaching. Journal of Problem Based Learning in Higher Education, 5(1), 22–46.
MIT Open Courseware. (n.d). Architecture. https://ocw.mit.edu/courses/architecture/
Morin, A. (2014). What is universal design for learning (UDL)? Understood. https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works
O’Keefe, L., Rafferty, J., Gunder, A., & Vignare, K. (2020). Delivering high-quality instruction online in response to Covid-19: faculty playbook. Every Learner Everywhere. https://www.everylearnereverywhere.org/resources/delivering-high-quality-instruction-online-in-response-to-covid-19/
Sagun, A., Demirkan, H., & Goktepe, M. (2008). A framework for the design studio in web-based education. Journal of Art & Design Education, 20(3), 332–342.
Sakarya, K. (2019). Suggestions of distance education models for interior design education. Journal of Çukurova University Institute of Social Sciences, 28(2), 388–401.
Tekeli, I. (2014). Architectural Education. http://www.mimarlikdergisi.com/index.cfm?sayfa= mimarlik&DergiSayi=392& RecID=3442
Vladescu, I. (2016). Digital competences for teachers. In O. Titrek, I. Mikelsone, L. Pavitola, & G. S. Gultekin (Eds.), International conference on lifelong education and leadership for all (pp. 716–721). Sakarya University Faculty of Education.
Yildiz Technical University. (2020). Internship. http://www.mim.yildiz.edu.tr/mim/26/Staj/162
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.