The Effect of Peer Assessment Conducted During The Distance Education Process on Academic Success and Permanency in Design Education

Year 2022, Volume: 28 Issue: 48, 43 - 50, 31.03.2022

Oğuz Dilmaç , Sehran Dilmaç

https://doi.org/10.54614/ArtVis.2022.1034113

Cited By: 3

Abstract

It was decided to give courses in universities in Turkey via distance education due to the Covid-19 epidemic, and this process was faced with both positive and negative aspects in 2020. There are different research results in the literature regarding the fact that students are passive among the biggest problems encountered in distance education processes and this situation will decrease their permanence in learning. Therefore, it is of great importance to make learning permanent in distance education processes and to enable them to actively participate in the lesson. It is predicted that distance education processes will continue after the epidemic. Therefore, it is thought that studies that deal with different aspects of distance education processes are important in finding solutions to problems and will contribute to the literature. The aim of this study is to examine the effect of peer assessment performed in the distance education process on academic success and permanence. The study group of the research, which was carried out with the quasi-experimental model of the experimental method, which is one of the quantitative research methods, consists of 30 students who took the elective Basic Design-I and Contemporary Art Practices courses at Izmir Katip Çelebi University in the fall semester of the 2020-2021 academic year. Participants were determined by the random assignment method.

Keywords

Distance education, peer review, art education, design education

Tasarım Eğitiminde Uzaktan Eğitim Sürecinde Gerçekleştirilen Akran Değerlendirmesinin Akademik Başarıya ve Kalıcılığa Etkisi

Abstract

2020 yılında Covid-19 salgını nedeniyle Türkiye’de üniversitelerde derslerin uzaktan eğitim yolu ile verilmesi kararlaştırılmış ve bu sürecin olumlu olduğu kadar olumsuz yönleri ile de karşı karşıya kalınmıştır. Uzaktan eğitim süreçlerinde karşılaşılan en büyük sorunlar arasında öğrencilerin pasif durumda olmaları ve bu durumun öğrenmede kalıcılıklarını azaltmasıdır. İlgili alanyazın taramalarından bu bulguyu destekleyen farklı araştırma sonuçları bulunmaktadır. Dolayısıyla uzaktan eğitim süreçlerinde öğrenmeyi kalıcı bir hale getirebilmek ve onları aktif olarak derse katılımlarını sağlayabilmek büyük bir önem taşımaktadır. Uzaktan eğitim süreçlerinin salgın sonrasında da devam edeceği ön görülmekte bunun sonucu olarak da derslerin bir kısmının uzaktan bir kısmının ise yüzyüze olduğu ve hibrit eğitim modeli olarak adlandırılan bir eğitim süreci uygulanmasına geçilmesi planlanmaktadır. Dolayısıyla uzaktan eğitim süreçlerinin farklı yönlerini ele alınan çalışmaların sorunlara ilişkin çözüm yolları bulabilmede önemli olduğu ve literatüre katkı sağlayacağı düşünülmektedir. Bu araştırmanın amacı, uzaktan eğitim sürecinde gerçekleştirilen akran değerlendirmenin akademik başarıya ve kalıcılığa etkisini incelemektir. Nicel araştırma yöntemlerinden deneysel yöntemin ön test son test kontrol gruplu yarı deneysel modeli ile gerçekleştirilen araştırmanın çalışma grubunu 2020- 2021 öğretim yılı güz yarıyılında İzmir Katip Çelebi Üniversitesinde seçmeli Temel Tasarım-I ve Çağdaş Sanat Uygulamaları derslerini alan 30 öğrenci oluşturmaktadır. Katılımcılar seçkisiz atama yöntemi ile belirlenmiştir.

Keywords

Uzaktan eğitim, akran değerlendirmesi, sanat eğitimi, tasarım eğitimi

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