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2018, Cilt 8, Sayı 2, Sayfa(lar) 314-326
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DOI: 10.5961/jhes.2018.274
Evaluation of University Campus in the Context of Space and Pedagogy Relation
Derya YORGANCIOĞLU1, Sevinç TUNALI2, Meltem ÇETİNEL3, Gülce KIRDAR4, M. Aygün AŞIK4
1Özyeğin University, Faculty of Architecture and Design, İstanbul, Turkey
2Education, Industry, and Technology Institute, İstanbul, Turkey
3Middle East Technical University, Faculty of Architecture, Ankara, Turkey
4Altınbaş University, Faculty of Engineering and Natural Sciences, Department of Architecture, Istanbul, Turkey
Keywords: Higher education, Space and pedagogy relation, Learning space, Qualitative research

One of the factors that support learning in education institutions is the design of learning spaces. In this study, the concept of design is used as an activity of organizing environment/space conditions to apply education programs effectively. The aim of this study is to identify spatial features that support more effective learning/teaching experiences for students and academicians, and to develop a model for the evaluation of learning spaces. The study focuses on the relation between learning/teaching experiences and the spaces where these experiences occur in university campuses. It emphasizes that ‘learning space design’ is one of the fields to support learning at every level of education. Learning space has been a topic for academic research in educational sciences and architecture since the beginning of the 2000s. These studies point to the need to reconfigure learning spaces in accordance with innovative learning theories and learning strategies. Learning space is examined with regard not only to physical but also to pedagogical elements. Emphasis is placed on investigating the spatial features of flexible spaces that can be adapted to changing user needs, are technology-enhanced and learner-centered, and support dialogical and co-learning and learning by doing. The study brings together pedagogical and architectural perspectives to deal with the topic of learning spaces on university campuses. It inquires into the changing concepts of learning and teaching in 21st century and highlights that the profiles of learner (student) and teacher (academician) are also changing. The article focuses on the academician, student and the learning space where learning takes place. The teaching / learning experiences of academicians and students and how these are affected by learning spaces are analyzed through a pedagogical perspective. With a study including academicians and students as active participants of teaching/ learning processes, the different/ common problems, needs and expectations of these parties are revealed.

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