Akademik Veri Yönetim Sistemi
17th International Symposium on Computer and Instructional Technologies (ICITS 2024), Kastamonu, Türkiye, 3 - 05 Ekim 2024, ss.437-448, (Tam Metin Bildiri)
In higher education, enhancing the quality of teaching by integrating innovative teaching methods and redesigning current learning spaces is important for preparing students for the changing demands of future jobs. However, traditional classroom settings, characterized by fixed layouts, limited technology types of equipment, low levels of technology use, and unsustainable and outdated architectural designs, often inhibit the adoption of these innovative teaching approaches into courses. Studies conducted so far have shown that implementing technology, pedagogy, or the interaction of both to change the teaching styles of higher education institutions is being explored in the context of future learning environments. Sustainability studies have also contributed to the knowledge of innovations related to sustainable campuses and buildings. Future learning spaces are characterized by considering innovative pedagogy with technology in educational spaces. In this study, by combining these technology integration studies in the field of educational sciences with sustainability research in architecture, a sustainable hybrid learning space designed as a future classroom has been developed at Dokuz Eylul University to serve stakeholders. The primary objective of this study is to implement the design in a real learning environment and evaluate the impact of this novel learning space on both faculty members and students from different disciplines through workshops conducted in the Sustainable Classroom in May 2024. The workshop for faculty members focused on training participants in the use of sustainable and hybrid classroom environments, while the student workshop covered a range of contemporary educational topics, including sustainability, collaboration and cooperation, multimedia in education, digital content development, the Internet of Things (IoT), and artificial intelligence (AI). Data were collected using a 5-point Likert-type scale as a training evaluation survey (How was your general knowledge level about …? and “Do you think that the … training provided you with new knowledge and skills? Did the training increase your interest in …?”). The results were analyzed with descriptive data analysis techniques. Among the faculty participants (n=15), 60% were female (n=9) and 40% were male (n=6). As a result of the workshop organized in the sustainable hybrid classroom, it was revealed that the knowledge level of the faculty members about the use of ecological classrooms and hybrid classrooms increased after the training. In the student workshop (n=14), 71.4% were female (n=10), and 28.6% were male (n=4). The majority of students found the training to be adequate, with content appropriately aligned with the training objectives. Their evaluations of the material, as well as the methods and techniques used, were also favorable. Furthermore, participants’ interest in the covered topics increased owing to the sustainable hybrid classroom. The results of this research underscore the potential of such spaces to transform traditional educational settings into dynamic, future-oriented learning environments that support both sustainability goals and innovative teaching practices, such as collaborative learning methods with flexible participation options for students in higher education