Examining the effect of learning environment on student behaviour through comparison of face-to-face and online design studio

Ceren Do�an Dervi�o�lu¹, Ebru Y�lmaz²
¹Department of Architecture, Izmir Institute of Technology, Izmir, Türkiye, 100/2000 Y�K PhD Scholarship
²Department of Architecture, Faculty of Architecture, Izmir Institute of Technology, Izmir, Türkiye

Covid-19 pandemic has affected the field of education, and transition to the distance learning has led to changes in the learning environment and pedagogical transformations. In this process, design studios, which are the basis of architectural education, were also maintained on online platforms. The aim of this study is to investigate the effect of the rapid learning environment change in the architectural design studio due to the Covid-19 pandemic on student behaviour. Examining students� holistic perspectives and behaviours based on their experience in face-to-face design studios and online design studios, this research attempts to reveal the potential and challenges of face-to-face and online studios. In this study, students� behavioural changes regarding face-to-face studio and online studio were measured using the survey method, and these two learning environments were interpreted over six themes (peer learning, socially mediated learning, self-efficacy, self-regulation, motivation, and communication with the instructor) by using the survey results, the course structure and the theoretical framework. The findings reveal that change in the learning environment affects student behaviour and that face-to-face design studios and online design studios have different potentials and limitations. In addition, the course structure of the face-to-face studio and online studio, the tools and methods used in learning, the way of communication and collaboration vary depending on the structure of the learning environment. This study reveals that the face-to-face design studio is a learning environment where the social structure of the studio is developed, peer learning is supported, and methods such as physical model and hand-sketching are used as well as digital tools during communication with the instructor. It shows that the most important potentials of the online studio are that it offers a flexible learning environment, does not have time and place restrictions, allows for cross-cultural and inter-institutional collaboration, and supports self-study. As a result, the research shows that online studio experiences gained during the pandemic period can offer the opportunity to create blended learning environments by adding online features to the traditional face-to-face studio.

Keywords: Design education, design studio; learning environment; student behaviour.

��renme Ortam�n�n ��renci Davran�� zerindeki Etkisinin Y�z Y�ze ve Online Tasar�m St�dyosu Kar��la�t�rmas� Yoluyla �ncelenmesi

Ceren Do�an Dervi�o�lu¹, Ebru Y�lmaz²
¹�zmir Y�ksek Teknoloji Enstit�s�, Mimarl�k Ana Bilim Dal�, �zmir, 100/2000 Y�K Doktora Bursiyeri
²�zmir Y�ksek Teknoloji Enstit�s�, Mimarl�k Fak�ltesi, Mimarl�k B�l�m�, �zmir

Covid-19 salg�n� e�itim alan�n� etkilemi�, uzaktan e�itime ge�i� s�reci ��renme ortam� de�i�ikliklerine ve pedagojik d�n��mlere yol a�m��t�r. Bu s�re�te, mimarl�k e�itiminin temeli olan tasar�m st�dyolar� da �evrimi�i platformlarda s�rd�r�lm��t�r. Bu �al��man�n amac�, Covid-19 pandemisi nedeniyle mimari tasar�m st�dyosunda ger�ekle�en ani ortam de�i�ikli�inin ��renci davran��na etkisini ara�t�rmakt�r. ��rencilerin y�z y�ze tasar�m st�dyosu ve �evrimi�i tasar�m st�dyosu deneyimlerine dayal� olarak b�t�nsel bak�� a��lar�n� ve davran��lar�n� inceleyen bu ara�t�rma, y�z y�ze st�dyo ve �evrimi�i st�dyonun potansiyellerini ve zorluklar�n� ortaya ��karmaya �al��maktad�r. Bu �al��mada, anket y�ntemi kullan�larak ��rencilerin y�z y�ze st�dyo ve online st�dyo ile ilgili davran�� de�i�iklikleri �l��lm��t�r ve anket sonu�lar�, ders str�kt�r� ve kuramsal �er�eveden yararlan�larak bu iki ��renme ortam� belirlenen alt� tema (akran ��renmesi, sosyal arac�l� ��renme, �z yeterlilik, �z d�zenleme, motivasyon ve e�itmenle ileti�im) �zerinden yorumlanm��t�r. Bulgular, ��renme ortam�ndaki de�i�ikli�in ��renci davran��n� etkiledi�ini ve y�z y�ze tasar�m st�dyolar� ve �evrimi�i tasar�m st�dyolar�n�n birbirinden farkl� potansiyelleri ve s�n�rlar� oldu�unu ortaya koymaktad�r. Ayr�ca y�z y�ze st�dyo ve online st�dyonun ders yap�s�, ��renmede kullan�lan ara� ve y�ntemler, ileti�im ve i�birli�i �ekli ��renme ortam�n�n yap�s�na ba�l� olarak de�i�mektedir. Bu �al��ma, y�z y�ze tasar�m st�dyosunun, st�dyonun sosyal yap�s�n�n geli�tirildi�i, akran ��renmesinin desteklendi�i, e�itmenle ileti�imde dijital ara�lar�n yan� s�ra maket ve el �izimi gibi y�ntemlerin de kullan�ld�� bir ��renme ortam� oldu�unu ortaya koymaktad�r. �evrimi�i st�dyonun en �nemli potansiyellerinin ise esnek bir ��renme ortam� sunmas�, zaman ve yer k�s�tlamas� olmamas�, k�lt�rler aras� ve kurumlar aras� i�birli�ine izin vermesi ve kendi kendine �al��may� desteklemesi oldu�unu g�stermektedir. Sonu� olarak ara�t�rma, pandemi d�neminde kazan�lan �evrimi�i st�dyo deneyimlerinin, geleneksel y�z y�ze st�dyoya �evrimi�i �zellikler ekleyerek harmanlanm�� renme ortamlar� olu�turma f�rsat� sunabilece�ini g�stermektedir.

Anahtar Kelimeler: Tasar�m e�itimi, tasar�m st�dyosu, ��renme ortam�, ��renci davran��

Ceren Do�an Dervi�o�lu, Ebru Y�lmaz. Examining the effect of learning environment on student behaviour through comparison of face-to-face and online design studio. Megaron. 2023; 18(2): 142-157

Corresponding Author: Ceren Do�an Dervi�o�lu, T�rkiye

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