No abstract

Due to the worldwide Covid pandemic in 2020, it has undergone compulsory in universities, including distance education architectural education. Universities in Turkey were affected by Covid too, with the decrease of the pandemic effect, even though it has been back to formal education, an earthquake occurred and affected 10 cities in Turkey, causing to passed of distance education again. In the 2023 period, the process; continued as a hybrid, both remotely and face-to-face. Also, the design studio culture, which is the backbone of architectural education, evolved with the changes in the distance education process of components such as drawing, sketches, and the desk critiques tradition of architectural practice. In this sense, the study aims to create a base for a provision for the future of architectural education with student-centered assessments. The research comparatively evaluates the effects of distance education and formal education on architectural studio practices through course evaluation questionnaires applied to students and student comments. In this study, the questionnaires and comments filled by approximately a total of 120 students for each term between 2018-2022 within the Department of Architecture of ABU were analyzed. To determine the points where students get the most efficiency and feel inefficient; Both positive and negative outcomes were observed, including difficulties with the concepts of proportion and scale, the benefit of being able to view other students' projects online, and the chance to continue learning additional modeling and drawing software until graduation. This example shows how hybrid education for the architectural design studio can be evaluated when weighing the benefits and drawbacks of online learning versus face-to-face teaching.