Browsing by Author "Edis, E."

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Open Access
Assessment of synchronous online architecture education from students’ perspective
(Anadolu University, 2023-10) Kaptan, M. A.; Edis, E.; Ünlü, Gülten Aslıhan; Architecture; ÜNLÜ, Gülten Aslıhan
This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants' viewpoint, i.e. architecture students. To examine the constituents ofan effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners' satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.
Metadata only
Challenges in synchronous e-learning in architectural education
(Springer, 2021) Altıntaş Kaptan, M.; Edis, E.; Ünlü, Gülten Aslıhan; Architecture; ÜNLÜ, Gülten Aslıhan
Distance learning is a centuries-old method, from first correspondence courses to educational broadcasting. It eventually evolved into e-learning, where the acquisition of knowledge is managed via electronic media and nowadays, the Internet became the prominent medium for information delivery. The use of internet technology and applications allowed two-way communication between students/audience and lecturer/presenter, either simultaneously, or with a time-lag. Despite its long-standing history, e-learning methods still preserve their novelty in terms of changing the traditional ways of face-to-face learning methods in which both lecturer and audience are considerably much familiar with. In an Erasmus + partnership project titled Re-use of Modernist Buildings (RMB), the use of both synchronous and asynchronous e-learning methods was concerted within the context of a joint master’s programme that is planned to be established by the partner universities. Concerning the decision to employ e-learning, some synchronous seminar and lecture sessions were tried and tested both during an RMB project workshop and within other university courses. A survey was conducted after each session in order to understand students’ opinions on e-learning in comparison with traditional classroom learning. In this paper, open-ended responses collected through the survey are examined in detail, and comparative analysis of personal opinions and comments in relation to certain Likert scale questions are reported in order to review and discuss participants’ perspective on the synchronous e-learning session attended. In this respect, a brief introduction regarding the RMB project and e-learning is provided primarily, followed by the synchronous session cases and evaluation method, and finally, the findings are presented and discussed with examples.