Determınıng the success factors of dıstance educatıon systems ın archıtectural educatıon

Abstract

Architectural education is unique among the disciplines that provide studio-based education beside theoretical education. By the nature of education, architecture students spend most of their times at design studios. Design studios play vital role in architectural education, since they are not only physical spaces but also active learning environments. This characteristic of education requires face-to-face education and interaction. Due to the COVID-19 pandemic there was a forced transition at architectural education from face-to-face to distance education system in universities. This transition has brought both useful opportunities such as timelessness and locationlessness, as well as problems such as lack of communication and lack of cooperation among peers. The main disadvantage of distance education in architecture is dramatically reduction of the interaction between the instructor and the student. With the forthcoming waves of COVID-19 and any other force majeure, distance education systems may be compulsory. To increase the efficiency, determining the success factors of distance education system in architectural education is important. Therefore, the aim of this study is to explore the critical success factors of distance education systems in architecture education. To reach this aim a questionnaire was composed by researchers with systematic literature review and conducted to students who are studying at architecture schools in Turkey. Within the scope of this research, 232 architecture students were surveyed, and the results were analyzed statistically with the Relative Important Index. As a result, the most crucial factors affecting the success of the distance education system in architectural education were determined. © 2023 ISEC Press.