Abstract
Distance education is an education model in which learning resources and learners are far from each other in terms of time and space. Distance education started by mail in the past and continues through internet technologies today. As a result of the global Covid-19 epidemic, the use of the distance education model is gaining importance. In this process, the use of distance education model has begun to be compulsory in art and design disciplines where practice-oriented and face-to-face education is important. This study focuses on the application of Interior Architecture Project III course with distance education model in Interior Architecture undergraduate education which is an art and design disciplines. Students' opinions are taken on the "Interior Architecture Project III" course, which is conducted with distance education by using the phenomenological approach (phenomenology), one of the qualitative research methods. Accordingly, the opinions of 25 interior architecture third-year undergraduate students from a state university in Turkey were taken. Participants received a project assessment for this course, through text and drawing, for 14 weeks through distance learning. In determining the participants, it is obeyed that they have taken this course face to face and on a voluntary basis. The data obtained are evaluated through content analysis. According to the results of the study, students state that the feedback they receive during the distance education process is more understandable and permanent compared to face-to-face education. The inadequacy of the tools for computer technologies in the students' hands in terms of equipment creates a low motivation in students. At the same time, it is understood that the students who are with the family physically and psychologically do not have enough comfort conditions to study. It is observed that there is no significant difference in the education preferences of the students between face-to-face and distance education approaches. It is thought that this study can provide guiding data in order to increase the quality of distance and hybrid education models.
Highlights
Distance education entered the literature by taking place in the catalog of the University of Wisconsin in the United States in 1892
The limitations and advantages of the Interior Architecture Project III course conducted by distance education, and the results of their preferences for education are given below
Yıldız (2020) emphasizes that email and mobile messaging are used as feedback methods in distance education and that students' satisfaction levels are high in terms of feedback methods and effectiveness
Summary
Distance education entered the literature by taking place in the catalog of the University of Wisconsin in the United States in 1892. Schlosser and Simonson (2009) consider distance education from a broad perspective and state that it has four components These are institutional basedness, separation of teacher and student, being able to communicate interactively and sharing text, sound recording and video. It emphasizes that the lack of one or more of these components may hinder distance education. Guri-Rosenblit (2005) establishes the relationship of Interior Architecture Undergraduate Students' Distance Learning Experiences of Interior Architecture Project Course information and communication technologies with distance education and e-learning She states that e-learning activities are incompatible with the concept of distance education. It is expected that the results will be a guide to all art and design education disciplines
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