The Attitudes of Landscape Architecture Students towards Distance and Face-to-Face Education Methods and the Effects of the Two Education Methods on Academic Achievement in the Project Course

Autor/inn/en	Eren, Emine Tarakci; Yilmaz, Serap; Düzenli, Tugba
Titel	The Attitudes of Landscape Architecture Students towards Distance and Face-to-Face Education Methods and the Effects of the Two Education Methods on Academic Achievement in the Project Course
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 3, S.1221-1241 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eren, Emine Tarakci) ORCID (Yilmaz, Serap) ORCID (Düzenli, Tugba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09771-0
Schlagwörter	Student Attitudes; Architectural Education; Scores; Design; Environment; In Person Learning; Distance Education; Comparative Analysis; Achievement Tests; Student Projects; Academic Achievement; Universities; Undergraduate Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Umwelt; Distance study; Distance learning; Fernunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulprojekt; Schulleistung; University; Universität; Ausland; Türkei
Abstract	This study aimed to compare the achievements of the students who attended the Environmental Design Project course at Karadeniz Technical University (KTU) in various years with the face-to-face (FE) and distance (OE) education methods. The study was conducted with 130 students. In the initial stage, ANOVA was conducted to determine whether there was a difference between student attitudes towards FE and OE methods in the Environmental Design Project studio. In the second stage, the research problem, namely "Does the implementation of landscape architecture environmental design project instruction with FE and OE methods affect the academic achievements of the students? was investigated and a quasi-experimental study with a control group was conducted on the achievement test (50 questions) results. The achievement test was applied to the students who took environmental design lessons for one semester (14 weeks) with both methods before the 14-week semester (pre-test) and after the semester (post-test). There was no statistical difference between the pre-test scores of both groups (p > 0.05), while there was a difference (p < 0.05) between the post-test scores. This finding demonstrated that there was a significant difference between the effects of these two methods on the academic success of the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01