The student's evaluation of the delivery of the theoretical courses due to warning mask and social distance during the pandemic condition

Year 2023, Volume: 5 Issue: 2, 105 - 116, 14.07.2023

Rahman Tafahomi

https://doi.org/10.55236/tuara.1134986

Cited By: 1

Abstract

The pandemic condition changed the style of teaching and learning in the wide world. Particularly some measurements such as warning masks and social distance influenced the quality of the education in the higher education. A five-scale Likert questionnaire was designed to ask the architecture students to evaluate the quality of the delivery of the theoretical courses in the department. SPSS was applied to analyze data with quantitative methods. The results revealed that the students generally were satisfied with the quality of courses and the delivery methods. However, the Chi-square analysis demonstrated that just a few factors were associated with the quality of the delivery of the courses and other factors did not statistically associate with the evaluation of the students. In conclusion, the students evaluate the quality of the teaching in a holistic approach and apparently contextual factors influence the judgment of the students during the pandemic time of teaching and learning.

Keywords

architecture students, delivery of courses, social distance, theoretical courses, wearing masks

References

• Alerby, E. (2000). A Way of Visualising Children’s and Young People’s Thoughts about the Environment: a study of drawings. Environmental Education Research, 6(3), 205-222.
• Allen, I. E., Seaman, J., & Garrett, R. (2011). Blending in. The extent and promise of blended education in the United States. Retrieved from http://sloanconsortium.org/sites/default/files/Blending_In.pdf
• Apriyanti, C. (2020). The parents’ role in guiding distance learning and the obstacle during covid-19 outbreak. Jurnal Ilmiah Pendidikan Dasar, 7(2), 68-83. https://doi.org/http://dx.doi.org/10.30659/pendas.7.2.68-83
• Avcı, U., & Oruc, O. (2020). Computer literacy course with distance education: students' views on the procedure, content and benefits. Instructional Technology and Lifelong Learning, 1(2), 138-156. Retrieved from https://dergipark.org.tr/tr/pub/itall
• Bayrakdar, S., & Guveli, A. (2020). Inequalities in home learning and schools' provision of distance teaching during school closure of COVID-19 lockdown in the UK. The University of Essex, Institute for Social and Economic Research (ISER), Colchester.
• Bold, C., & Hutton, P. (2007). Supporting students’ critical reflection-on-practice. In A. Campbell, & L. Norton, Learning, teaching and assessing in higher education: Developing reflective practice (pp. 21-30). Exeter, UK: Learning Matters Ltd.
• Buldan, E. (2021). Situated learning in online architectural studio education. Journal of Design Studio, 3(1), 59-70. https://doi.org/10.46474/jds.930642
• Ching, F. D. (2010). Design drawing (2th ed.). New Jersey: John Wiley & Sons, Inc.
• Ching, F. D. (2015). Architectural graphic (6 ed.). New York: Willy. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
• Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research. New York: Pearson.
• Creswell, J. W., & Creswell, D. J. (2018). Research design, qualitative, quantitative, and mixed methods approaches. London: SAGE Publications, Inc.
• De Campos, C. I., Pitombo, C. S., Delhomme, P., & Quintanilha, J. A. (2020). Comparative Analysis of Data Reduction Techniques for Questionnaire Validation Using Self-reported Driver Behaviors. Journal of Safety Research, 73, 133-142.
• Delialioglu, O., & Yildirim, Z. (2007). Students’ perceptions on effective dimensions of interactive learning in a blended learning environment. Educational Technology & Society, 10(2), 133-146.
• Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 2(1), 1-10.
• Ersin, P., Atay, D., & Mede, E. (2020). Boasting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. https://doi.org/10.46451/ijts.2020.09.09
• Ezzy, D. (2002). Qualitative analysis: Practice and innovation. Sydney: Allen & Unwin.
• Fogarty, T. J. (2020). Accounting education in the post-COVID world: looking into the Mirror of Erised. Accounting Education, 29(6), 563-571. https://doi.org/10.1080/09639284.2020.1852945
• Frankfort-Nachmias, C., Nachmias, D., & DeWaard, J. (2014). Research methods in the social sciences (8 ed.). New York: SAGE Publisher Ink.
• Franz, J. M. (1994). A critical framework for methodological research in architecture. Design Studies, 15(4), 433-447.
• Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
• Graham, C. R. (2009). Blended learning models. In M. Khosrow-Pour, Encyclopedia of information science and technology (pp. 375–382). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-60566-026-4.ch063
• Gülbahar, Y., & Madran, R. O. (2009). Communication and collaboration, satisfaction, equity, and autonomy in blended learning environments: A case from Turkey. International Review of Research in Open and Distance Learning, 10(2).
• Hartley, J. (2014). Some Thoughts on Likert-type Scales. International Journal of Clinical and Health Psychology, 14(1), 83-86.
• Hemyari, C., Zomorodian, K., Ahrari, I., Tavana, S., Parva, M., Pakshir, K., . . . Sahraian, A. (2013). The mutual impact of personality traits on seating preference and educational achievement. European Journal of Psychological Education, 28, 863–877.
• Holdheide, L. (2020, August 5). Promising Strategies to Prepare New Teachers in a COVID-19 World. Retrieved from Air.org: https://www.air.org/resource/qa/promising-strategies-prepare-new-teachers-covid-19-world
• Huertas-Delgado, F. J., Garcia, M. J., Van Dyck, D., & Chillon, P. (2019). A Questionnaire to Assess Parental perception of Barriers towards Active Commuting to School (PABACS): Reliability and validity. Journal of Transport and Health, 12, 97-104.
• Johnson, B. R., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). Thousand Oaks, California: SAGE.
• Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396-403.
• Kim, M. K., & Ketenci, T. (2019). Learner participation profiles in an asynchronous online collaboration context. The Internet and Higher Education, 41, 62-76. https://doi.org/10.1016/j.iheduc.2019.02.002
• Krippendorff, K. H. (2003). Content analysis: An introduction to its methodology (2 ed.). New York: Sage Publications.
• Lane, M., Osborne, L., & Crowther, P. (2015). A blended learning approach to the teaching of professional practice in architecture. Educ. Sci, 5, 166–178. https://doi.org/10.3390/educsci5020166
• Laseau, P. (2000). Graphic thinking for architects and designers (3 ed.). New York: Wiley.
• Lawson, B. (2005). How designers think: The design process demystified (4 ed.). Oxford: Oxford Press.
• Lee, S. W. (2005). Encyclopedia of school psychology. Thousand Oaks, California: Sage Publications.
• Li, Q. (2013). A Novel Likert Scale Based on Fuzzy Sets Theory. Expert System with Application, 40(5), 1906-1618.
• Marinoni, G., Land, H., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world. The International Association of Universities.
• McClean, D., & Hourigan, N. (2013). Critical dialogue in architecture studio: Peer interaction and feedback. Journal for Education in the Built Environment, 8(1), 35-57. https://doi.org/10.11120/jebe.2013.00004
• Mckeever, A. (2022, February 17). Do masks really harm kids? Here's what the science says. Retrieved from National Geography: https://www.nationalgeographic.com/science/article/do-masks-really-harm-kids-heres-what-the-science-says
• Miller, G., Dingwall, R., & Morphy, E. (2004). Using qualitative data and analysis. In D. Silverman, Qualitative research: Theory, method, and practice (pp. 325-341). London: Sage Publications.
• Moretti, F., Van Vliet, F., Bensing,, L., Deledda, J., Mazzi, G., Rimondini, M., . . . Fletcher, I. (2011). A standardized approach to qualitative content analysis of focus group discussions from different countries. Patient Education and Counseling, 82(3), 420-428.
• Morgan, S. L., & Shackelford, D. T. (2018). School and Teacher Effects. In B. Schneider, Handbook of the Sociology of Education in the 21st Century (pp. 513-534). Springer.
• Mugerauer, R. (1995). Interpreting environments: Tradition, deconstruction, hermeneutics. Texas: University of Texas.
• Mugerauer, R. (2014). Interpreting nature: the emerging field of environmental hermeneutics. Robert: Fordham University Press.
• Naylor, D., & Nyanjom, J. (2020). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6), 1236-1250,. https://doi.org/10.1080/07294360.2020.1811645
• Neuman, L. W. (2006). Social research methods: Qualitative and quantitative approaches. New York: Pearson Education. O’Hagan , F., Capell , D., & Metaxas, C. (2022, April 26). Teaching with a mask. Retrieved from Trenttu : https://www.trentu.ca/teaching/teaching-mask
• Powell, A. (2011). A case study of e-learning initiatives in New Zealand’s secondary schools. Retrieved from http://pepperdine.contentdm.oclc.org/cdm/singleitem/collection/p15093coll2/id/120/rec/1
• Salkind, N. J. (2008). Encyclopedia of educational psychology. London: SAGE Publications Ltd.
• Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a COVID-19 world. Accounting Education, 29(5), 431–562. https://doi.org/10.1080/09639284.2020.1808487
• Santrock, J. (2011). Educational psychology. New York: The McGraw-Hill Companies.
• Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Publishers.
• Scott, L., & Harper, M. (2020, November 19). Teacher educator spotlight series: Online teaching and learning in the time of COVID. Retrieved from Education first: https://www.education-first.com/teacher-educator-spotlight-series-online-teaching-and-learning-in-the-time-of-covid/
• Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134, 52–59.
• Silverman, D. (2010). Doing qualitative research. New York: SAGE Publisher.
• Stifel, S. W., Feinberg, D. K., Zhang, Y., Chan, M.-K., & Wagle, R. (2020). Assessment during the COVID-19 pandemic: Ethical, legal, and safety considerations moving forward. School Psychology Review, 49(4), 438-452. https://doi.org/10.1080/2372966X.2020.1844549
• Tafahomi, R. (2009). Application of the visual and graphical techniques of urban design in an urban vision document. Journal of Shar Negar (City Writer), 52, 36-42.
• Tafahomi, R. (2021). Application of Blended Learning through Practical Project-based Instruction: Opportunities and Constraints. Pedagogi: Jurnal Ilmu Pendidikan, 21(2), 77-89. https://doi.org/10.24036/pedagogi.v21i2.1093
• Tafahomi, R. (2021). Insight into a personalized procedure of design in concept generation by the students in architecture thesis projects. Journal of Design Studio, 3(1), 5-18. https://doi.org/10.46474/jds.910234
• Tafahomi, R. (2021). Learning activities of the students in peer-jury practices in the architecture design studio. AKSARA: Jurnal Ilmu Pendidikan Nonformal, 7(3), 795-814. https://doi.org/10.37905/aksara.7.3.795-814
• Tafahomi, R. (2021). The Behavioral Patterns of the Student in the Position of Peer-Jury in Landscape Design Studio. EDUCATUM – Journal of Social Science, 7(2), 57-65. https://doi.org/10.37134/ejoss.vol7.2.6.2021
• Tafahomi, R. (2021). The preferences of the students to select the seating position in the architecture design studios. Erciyes Journal of Education, 5(2), 105-120. https://doi.org/10.32433/eje.940783
• Tafahomi, R., & Nadi, R. (2021). The interpretation of graphical features applied to mapping SWOT by the architecture students in the design studio. Journal of Design Studio, 3(2), 205-221. https://doi.org/10.46474/jds.1019310
• UNESCO. (2020, March 27). Teacher Task Force calls to support 63 million teachers touched by the COVID-19 crisis. Retrieved from UNESCO: https://en.unesco.org/news/teacher-task-force-calls-support-63-million-teachers-touched-covid-19-crisis
• Will, M. (2020, June 24). Can Teachers Really Do Their Jobs in Masks? Retrieved from Education Week: https://www.edweek.org/teaching-learning/can-teachers-really-do-their-jobs-in-masks/2020/06
• Woolfolk, A. (2016). Educational psychology. Boston: Pearson.
• Xi, L., Yuan, Z., YunQui, B., & Chiang, F.-K. (2017). An investigation of university students’ classroom seating choices. Journal of Learning Spaces, 6(3), 13-22.
• Yang, Z., Becerik-Gerber, B., & Mino, L. (2013). A study on student perceptions of higher education classrooms: Impact of classroom attributes on student satisfaction and performance. Building & Environment, 70(15), 171-188.