Abstract
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.
Highlights
Education has experienced a transformation with the impact of globalisation and technological developments
Distance learning in architectural education is always challenging because architectural education is design-based with predominantly applied courses and a master-apprentice relationship is the foundation of architectural education
The threat of Covid-19 has presented some unique challenges for institutions of higher education; students, faculty and staff are needed to achieve extraordinary things regarding course delivery and learning
Summary
Education has experienced a transformation with the impact of globalisation and technological developments. Distance learning, which has two types, synchronous and asynchronous, came into our lives due to the computer age, the value of time, the marketing of products and the availability of online services. Asynchronous distance learning has been available since the 1700s, synchronous distance learning began with the integration of web-based systems into our lives. Distance learning programs in various disciplines are available in the curricula of many universities. Distance learning in architectural education is always challenging because architectural education is design-based with predominantly applied courses and a master-apprentice relationship is the foundation of architectural education. As a part of measures taken against Covid-19, the spring semester of the 2019/20 academic year in all levels had to be continued online in Turkey, as in many other countries
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