Students’ Opinions about the Distance Education to Art and Design Courses in the Pandemic Process

Abstract

This research was carried out to determine student views on distance education through art and design courses. The study group of the research consists of 45 undergraduate students studying at different faculties of İzmir Katip Çelebi University in Turkey during the spring semester of the 2019-2020 academic year. The focus of the article is to determine the effect of distance education, which is carried out suddenly, on students' perceptions of art lesson. A semi-structured interview technique was performed in this study which covered qualitative data collection techniques. Findings regarding the positive and negative aspects of distance education were obtained from students in the context of their impact on art classes. The results obtained in the research are as follows: The students who take art lessons via distance education are required distance education, also they do not experience any technical difficulties due to the availability of technology, they lost of motivation, they do not meet their socialization needs, and especially some techniques that require practice in art lessons.

Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

“…Similar preferences for use of these distance learning platforms have been reported in other studies in the literature [18,20]. How to use such technology sufficiently and effectively has been cited as one of the main challenges in the pandemic for both educators and students [1,18]. One of the key findings of this study was that our participants already had training on the use of a variety of technology software and the flipped classroom model.…”

“…All teachers interviewed reported that their schools made a rapid transition to a mix of distance learning and paper packets. Though some considered this shift to be necessary and important for the continuity of student learning [1,11,12], many other practicing educators reported that the shift was abrupt, difficult, haphazard, and left them unprepared [1][2][3]13]. The shift was especially challenging for those who were in areas without adequate distance learning infrastructure and Internet access.…”

“…Students were in control of the pace of their learning. Others have reported this freedom to increase students' participation, promoting greater interest in the learning materials, and improving both student learning efficiency and quality of learning [1,17,19,23]. These positive attributes were balanced by the fact that other students, especially students with learning disabilities, struggled to stay engaged without the classroom support they would normally have received.…”

“…From the teaching perspective, this transition occurred rapidly and caught many teaching institutions unprepared for the challenge [1]. The process has been described as hasty and haphazard, highlighting insufficient access to technology and the internet in many locations [2].…”

“…To make matters worse, many locations in the United States began to issue shelter in place orders in the middle of the spring academic term, necessitating a rapid transition. For most teachers, the transition had to happen quickly, with less emphasis on making the transition effectively [1,6].…”