HOME AS A NON-FORMAL ENVIRONMENT IN DISTANCE ART EDUCATION

Evrim Çağlayan

Makale detayları

HOME AS A NON-FORMAL ENVIRONMENT IN DISTANCE ART EDUCATION

Yazarlar:

Evrim Çağlayan

Yayıncı:

Trakya University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 3, pp.2210-2224

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327314

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 In the recent history, the Turkish higher education has experienced two periods of disruption. After these periods face-to-face education was suspended and distance education was started in universities, and students were directed to different learning environments. The distance education decisions taken by the authorities proved that education could continue in non-formal environments. The home has turned into an important learning environment during the pandemic and the distance education process that started afterwards. This research, which was conducted to reveal the perspectives of the students who use the home as a non-formal environment in distance art education, focused on various questions. The exploratory case study method was used to reveal the perspectives of the students who use the home as a non-formal environment in distance art education. The research data were obtained through semi-structured interviews and visual documents. As a result of the research, it was concluded that non-formal environments shared by students vary in appearance and capabilities. Students have different experiences due to this diversity. When the findings related to the question were evaluated, it was concluded that the students associated the home as a non-formal environment with 21 positive and 35 negative concepts. Following the results, it may be recommended to conduct research questioning how to increase the capabilities of the non-formal environments and to research the process evaluations of students working at home.

 In the recent history, the Turkish higher education has experienced two periods of disruption. After these periods face-to-face education was suspended and distance education was started in universities, and students were directed to different learning environments. The distance education decisions taken by the authorities proved that education could continue in non-formal environments. The home has turned into an important learning environment during the pandemic and the distance education process that started afterwards. This research, which was conducted to reveal the perspectives of the students who use the home as a non-formal environment in distance art education, focused on various questions. The exploratory case study method was used to reveal the perspectives of the students who use the home as a non-formal environment in distance art education. The research data were obtained through semi-structured interviews and visual documents. As a result of the research, it was concluded that non-formal environments shared by students vary in appearance and capabilities. Students have different experiences due to this diversity. When the findings related to the question were evaluated, it was concluded that the students associated the home as a non-formal environment with 21 positive and 35 negative concepts. Following the results, it may be recommended to conduct research questioning how to increase the capabilities of the non-formal environments and to research the process evaluations of students working at home.

 In the recent history, the Turkish higher education has experienced two periods of disruption. After these periods face-to-face education was suspended and distance education was started in universities, and students were directed to different learning environments. The distance education decisions taken by the authorities proved that education could continue in non-formal environments. The home has turned into an important learning environment during the pandemic and the distance education process that started afterwards. This research, which was conducted to reveal the perspectives of the students who use the home as a non-formal environment in distance art education, focused on various questions. The exploratory case study method was used to reveal the perspectives of the students who use the home as a non-formal environment in distance art education. The research data were obtained through semi-structured interviews and visual documents. As a result of the research, it was concluded that non-formal environments shared by students vary in appearance and capabilities. Students have different experiences due to this diversity. When the findings related to the question were evaluated, it was concluded that the students associated the home as a non-formal environment with 21 positive and 35 negative concepts. Following the results, it may be recommended to conduct research questioning how to increase the capabilities of the non-formal environments and to research the process evaluations of students working at home.

 Yakın tarihte Türk yükseköğretimi iki kesinti dönemi yaşamıştır. Bu dönemlerden sonra yüz yüze eğitime ara verilerek üniversitelerde uzaktan eğitime geçilmiş ve öğrenciler farklı öğrenme ortamlarına yönlendirilmiştir. Yetkililer tarafından alınan uzaktan eğitim kararları, eğitimin okul dışı ortamlarda da devam edebileceğini kanıtladı. Pandemi ve sonrasında başlayan uzaktan eğitim sürecinde ev önemli bir okul dışı öğrenme ortamına dönüşmüştür. Uzaktan sanat eğitiminde evi okul dışı ortam olarak kullanan öğrencilerin bakış açılarını ortaya koymak amacıyla yapılan bu araştırma çeşitli sorulara odaklanmıştır. Uzaktan sanat eğitiminde evi okul dışı ortam olarak kullanan öğrencilerin bakış açılarını ortaya çıkarmak için keşfedici durum çalışması yöntemi kullanılmıştır. Araştırma verileri yarı yapılandırılmış görüşmeler ve görsel dokümanlar aracılığıyla elde edilmiştir. Araştırma sonucunda, öğrenciler tarafından paylaşılan okul dışı ortamların görünüş ve olanaklar açısından çeşitlilik gösterdiği sonucuna varılmıştır. Öğrenciler bu çeşitlilik nedeniyle farklı deneyimler yaşamaktadır. Araştırma sorularına ilişkin bulgular değerlendirildiğinde, öğrencilerin okul dışı bir ortam olarak evi 21 olumlu ve 35 olumsuz kavramla ilişkilendirdikleri sonucuna ulaşılmıştır. Sonuçların ardından, okul dışı ortamların kapasitelerinin nasıl artırılabileceğini sorgulayan araştırmaların yapılması ve evde çalışan öğrencilerin süreç değerlendirmelerinin araştırılması önerilebilir.

Makale detayları

HOME AS A NON-FORMAL ENVIRONMENT IN DISTANCE ART EDUCATION

Yazarlar:

Evrim Çağlayan

Yayıncı:

Trakya University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 3, pp.2210-2224

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327314

pISSN:

2630-6301

art

art studio

distance education

fine arts

homeatölye

ev

güzel sanatlar

sanat

uzaktan eğitim

Sayı

Makale detayları

Yazarlar: Evrim Çağlayan

Yayıncı: Trakya University

Ana Başlıklar: Güzel Sanatlar Eğitimi

Dergi: Trakya Eğitim Dergisi Vol.14 Issue 3, pp.2210-2224

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001327314

pISSN: 2630-6301

Sayı

Yazarlar:

Evrim Çağlayan

Yayıncı:

Trakya University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 3, pp.2210-2224

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327314

pISSN:

2630-6301