From Distance Education to Face-to-Face Education: Spatial Images of KTU Kanuni Campus

Hare Kılıçaslan; Esra Babul Koç

Makale detayları

From Distance Education to Face-to-Face Education: Spatial Images of KTU Kanuni Campus

Yazarlar:

Hare Kılıçaslan | Esra Babul Koç

Yayıncı:

Karyay Karadeniz Yayımcılık

Ana Başlıklar:

Kent ve Bölge Planlama (Diğer)

Dergi:

Black Sea Journal of Engineering and Science Vol.8 Issue 2, pp.341-353

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001331084

pISSN:

2619-8991

Anahtar kelimeler:

Özet:

 This study aims to investigate the evolving spatial perceptions of students at Karadeniz Technical Universitys Kanuni Campus as they transition back to face-to-face education following a period of distance learning necessitated by the pandemic and earthquake disasters. The primary objective of the study is to represent the evolving images in students minds over time through the use of cognitive maps. The research aims to answer the question, What are the images that change depending on distance education and face-to-face education in the spaces and on-campus pedestrian movements that students experience in line with their goals and preferences? In this context, the study focused on cognitive maps applied to the same group of students one year apart. The maps were analyzed within the framework of Lynchs city images and categorized according to the classification levels proposed by Moore. The change in students spatial perception was elucidated through an analysis of maps generated based on the fundamental elements of Kevin Lynchs theory of environmental perception and legibility: paths, nodes, landmarks, edges, and districts. In addition, the cognitive maps were categorized according to the classification levels proposed by Gary T. Moore, and the cognitive change of differentiated spatial uses in the process was examined. This study on students, cognitive maps shows that campus experiences and the factor of time play a significant role in the formation of cognitive maps.

 This study aims to investigate the evolving spatial perceptions of students at Karadeniz Technical Universitys Kanuni Campus as they transition back to face-to-face education following a period of distance learning necessitated by the pandemic and earthquake disasters. The primary objective of the study is to represent the evolving images in students minds over time through the use of cognitive maps. The research aims to answer the question, What are the images that change depending on distance education and face-to-face education in the spaces and on-campus pedestrian movements that students experience in line with their goals and preferences? In this context, the study focused on cognitive maps applied to the same group of students one year apart. The maps were analyzed within the framework of Lynchs city images and categorized according to the classification levels proposed by Moore. The change in students spatial perception was elucidated through an analysis of maps generated based on the fundamental elements of Kevin Lynchs theory of environmental perception and legibility: paths, nodes, landmarks, edges, and districts. In addition, the cognitive maps were categorized according to the classification levels proposed by Gary T. Moore, and the cognitive change of differentiated spatial uses in the process was examined. This study on students, cognitive maps shows that campus experiences and the factor of time play a significant role in the formation of cognitive maps.

 This study aims to investigate the evolving spatial perceptions of students at Karadeniz Technical Universitys Kanuni Campus as they transition back to face-to-face education following a period of distance learning necessitated by the pandemic and earthquake disasters. The primary objective of the study is to represent the evolving images in students minds over time through the use of cognitive maps. The research aims to answer the question, What are the images that change depending on distance education and face-to-face education in the spaces and on-campus pedestrian movements that students experience in line with their goals and preferences? In this context, the study focused on cognitive maps applied to the same group of students one year apart. The maps were analyzed within the framework of Lynchs city images and categorized according to the classification levels proposed by Moore. The change in students spatial perception was elucidated through an analysis of maps generated based on the fundamental elements of Kevin Lynchs theory of environmental perception and legibility: paths, nodes, landmarks, edges, and districts. In addition, the cognitive maps were categorized according to the classification levels proposed by Gary T. Moore, and the cognitive change of differentiated spatial uses in the process was examined. This study on students, cognitive maps shows that campus experiences and the factor of time play a significant role in the formation of cognitive maps.

 Bu araştırmada, Karadeniz Teknik Üniversitesi Kanuni Kampüsünde eğitim gören öğrencilerin pandemi ve deprem felaketleri nedeniyle uzaktan eğitim sürecine geçiş yapmalarının ardından, yüz yüze eğitime geri dönüşleriyle değişen mekânsal imgelerinin incelenmesi hedeflenmektedir. Araştırmanın temel amacı, öğrencilerin zihinlerinde zaman içerisinde değişen imgelerin bilişsel haritalar aracılığıyla temsil edilmesidir. Araştırma, Öğrencilerin hedef ve tercihleri doğrultusunda deneyimledikleri mekânlarda ve kampüs içi yaya hareketlerinde, uzaktan eğitim ve yüz yüze eğitime bağlı olarak değişkenlik gösteren imgeler nelerdir? sorusuna yanıt aramaktadır. Bu bağlamda, aynı öğrenci grubuna bir yıl arayla uygulanan bilişsel haritalara odaklanılmıştır. Elde edilen haritaların, Kevin Lynchin çevrenin algılanmasında ve okunabilmesinde temel unsurlar olan yollar, düğüm noktaları, işaret öğelerinirengi noktaları, kenarlarsınırlar ve bölgelere göre analiz edilmesi yoluyla öğrencilerin mekân algılarındaki değişim ortaya konulmuştur. Ayrıca bilişsel haritalar Gary T. Moore tarafından önerilen sınıflandırma seviyelerine göre kategorize edilerek, süreç içerisinde farklılaşan mekânsal kullanımların bilişsel değişimi irdelenmiştir. Öğrencilerin bilişsel haritaları üzerine yapılan bu araştırma, kampüs deneyimlerinin ve zaman faktörünün bilişsel haritaların oluşumunda önemli rol oynadığını göstermektedir.

Makale detayları

From Distance Education to Face-to-Face Education: Spatial Images of KTU Kanuni Campus

Yazarlar:

Hare Kılıçaslan | Esra Babul Koç

Yayıncı:

Karyay Karadeniz Yayımcılık

Ana Başlıklar:

Kent ve Bölge Planlama (Diğer)

Dergi:

Black Sea Journal of Engineering and Science Vol.8 Issue 2, pp.341-353

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001331084

pISSN:

2619-8991

Space perception

Spatial experience

Cognitive map

KTU Kanuni CampusMekân algısı

Mekânsal deneyim

Bilişsel harita

KTÜ Kanuni Kampüsü

Sayı

Makale detayları

Yazarlar: Hare Kılıçaslan | Esra Babul Koç

Yayıncı: Karyay Karadeniz Yayımcılık

Ana Başlıklar: Kent ve Bölge Planlama (Diğer)

Dergi: Black Sea Journal of Engineering and Science Vol.8 Issue 2, pp.341-353

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001331084

pISSN: 2619-8991

Sayı

Yazarlar:

Hare Kılıçaslan | Esra Babul Koç

Yayıncı:

Karyay Karadeniz Yayımcılık

Ana Başlıklar:

Kent ve Bölge Planlama (Diğer)

Dergi:

Black Sea Journal of Engineering and Science Vol.8 Issue 2, pp.341-353

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001331084

pISSN:

2619-8991