Printmaking Courses in Distance Education Process

Yıl 2022, Cilt: 42 Sayı: 2, 1821 - 1856, 29.08.2022

Erol Murat Yıldız , Murat Aslan , Buse Kızılırmak Çekinmez

https://doi.org/10.17152/gefad.1114531

Öz

This study aimed to investigate academics' perceptions of printmaking courses held during the distance education period in art universities in Turkey. Given today's understanding of art, the courses in which creativity plays an essential role and new techniques are applied need to be reorganized and developed with solid content. Printmaking holds a significant position in fine arts as it offers students who want to improve themselves and their technique the opportunity to express themselves with many techniques and materials. This paper aims to identify the difficulties, advantages, and disadvantages of academics, workshop leaders, and practice-based
courses in the distance education model and their views on the process. A questionnaire developed by the researchers was presented to 30 academics who taught printmaking, an applied course, in Turkey through the distance education model. The questions were based on the questionnaire communication methods and techniques, academics' competence in distance
education, students' performance, and their needs and difficulties. The data was collected electronically via "Google Forms." The data obtained from this survey were analyzed and interpreted using the SPSS program. The study was limited to the printmaking course only. Based
on the data analyzed, suggestions were made for making printmaking courses more efficient and effective in distance education. When the data obtained from the academics' answers to the questions in the questionnaire are studied, it can be said that the distance education model involves many more difficulties than face-to-face teaching, removes it from the quality educational environment, and causes challenges to achieving the objectives.

Anahtar Kelimeler

Pandemic, Distance education, Art education, Printmaking, Academician view

Uzaktan Eğitim Sürecinde Baskıresim Dersleri

Öz

Bu araştırmada Türkiye’deki üniversitelerin sanat eğitimi veren bölümlerinde uygulanan uzaktan öğretim sürecinde baskıresim derslerine ilişkin akademisyen görüşlerinin incelenmesi amaçlanmıştır. Günümüz sanat anlayışı ile ilişkili olarak, yaratıcılığın önemsendiği ve yeni tekniklerin uygulama alanı bulduğu derslerin yeniden düzenlenerek sağlam içerikler ile geliştirilmesi gerekmektedir. Baskıresim sanatı kendini ve tekniğini geliştirmek isteyen öğrencilere birçok teknik ve malzemeler ile kendini ifade etme imkânı sağladığı için görsel sanatlar alanında oldukça önemli bir konumdadır. Makalede uzaktan öğretim modelinde atölye
ve uygulama odaklı derslerin yöneticisi olan akademisyenlerin bu süreç içerisinde yaşadıkları zorluklar, avantaj ve dezavantajları, sürece yönelik görüşlerinin neler olduklarını belirleyebilmek amaçlanmıştır. Türkiye’de uygulamalı bir ders olan baskıresim derslerini uzaktan eğitim modeliyle yöneten 30 akademisyene araştırmacılar tarafından geliştirilen anket uygulanmıştır. Anket içerisinde kurulan iletişim aracına, ders esnasında kullanılan yöntem ve tekniğe, akademisyenlerin uzaktan eğitim sürecine karşı yeterliğine, öğrencilerin kazanımlarına ve ihtiyaç ve zorluklarına göre sorular ile başlıklandırılmıştır. Veriler, “Google Forms” üzerinden elektronik ortamda toplanmıştır. Bu anket sonucunda elde edilen veriler SPSS programı ile analiz edilerek yorumlanmıştır. Araştırma sadece baskıresim dersi ile sınırlandırılmış olup, analiz edilen veriler ile uzaktan eğitim sürecinde baskıresim derslerinin daha verimli ve etkili olabilmesine yönelik öneriler sunulmuştur. Ankette yer alan sorulara akademisyenlerin verdiği
yanıtlardan elde edilen veriler incelendiğinde, yüz yüze eğitime göre çok daha fazla zorlukları beraberinde getirdiği, nitelikli eğitim ortamından uzaklaştırdığı ve amaçlara ulaşmada güçlükler yaşanmasına sebebiyet verdiği söylenebilir.

Anahtar Kelimeler

Pandemi, Uzaktan eğitim, Sanat eğitimi, Baskıresim, Akademisyen görüşü

Kaynakça

• Adedoyin, O.B., and Soykan, E. (2020): COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, Ahead-of-Print, 1-13. DOI: 10.1080/10494820.2020.1813180
• Adnan, M. and Anwar K. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51
• Bakioğlu, B. and Çevik, M. (2020). Views of science teachers on distance education during the COVID-19 pandemic. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
• Bayburtlu, Y. S. (2020). Turkish education according to the opinions of teachers in the distance education process during the COVID-19 pandemic period. Turkish Studies, 15(4), 131-151. https://dx.doi.org/10.7827/TurkishStudies.44460
• Bozkurt, A. (2020). The Coronavirus (COVID-19) pandemic process and evaluations on education in the post-pandemic world: New normal and new education paradigm. AUAd, 6(3), 112-142.
• Bozkurt, A., and Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distant Education, 15(1), 1-5.
• Budak, F. and Korkmaz, S. (2020). A General Evaluation of the COVID-19 Pandemic Process: The Case of Turkey. Journal of Social Research and Management, (1), 62-79.
• Burke, J., and Dempsey, M. (2020). COVID-19 Practice in primary schools in Ireland report. National University of Ireland Maynooth, Ireland.https://www.into.ie/app/uploads/2020/04/COVID-19-Practice-in-Primary-Schools-Report1.pdf.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, S., and Demirel, F. (2013). Scientific research methods. Ankara: Pegem Academy.
• Clement, S. G. (2017). Digital learning Education and skills in the digital age. RAND Corporation. Santa Monica.
• Kahraman, M. E. (2020). Effect of COVID-19 Epidemic on Applied Courses and Conducting These Courses with Distance Education: Example of Basic Design Course. Civilization Art- Journal of IMU Faculty of Art, Design and Architecture, 6(1), 44-56, E-ISSN: 2587-1684
• Kırık, A. M. (2014). The historical development of distance education and its situation in Turkey. Marmara Communication Journal. (21)73-94. DOI: 10.17829/midr.20142110299
• Özalkan, G. S. (2021). Assessment and Evaluation in Distance Education: Rethinking Social Science Education in the Pandemic Process. IJEASS (4), 18-26
• Polit, D. F., and Beck, C. T. (2006). The Content Validity Index: Are You Sure, You Know What's Being Reported? Critique and Recommendations. Research in Nursing & Health, 29(5), 489-497.
• Ministry of Health. (2020). What is COVID-19? Web: Retrieved from https://covid19.saglik.gov.tr/TR-66300/covid-19-nedir-.html.
• Sen, O. and Kızılcalıoğlu, G. (2020). Determining the Opinions of University Students and Academicians on Distance Education in the COVID-19 Pandemic Process. Int. J. of 3D Printing Tech. Dig. Ind., 4(3): 239-252.
• Singh, A. K. (2020) Art Education in the Time of a Pandemic. From Place to Space - Encountering Design Education Online. August 27 – 29, 2020.
• Yildiz, E, M. (2019). Student Views on the Effect of Art Criticism on Printmaking Courses. Ulakbilge, 7 (32), pp.13-33.
• Yurdugül, H. (2005). Using Content Validity Indices for Content Validity in Scale Development Studies. XIV. National Educational Sciences Congress (28-30 September 2005, Denizli). P: 1-6.