SENIOR INTERIOR DESIGN STUDENTS’ PERCEPTIONS ABOUT DISTANCE LEARNING IN THE SHADOW OF COVID-19

Аннотация

INTRODUCTION The Covid-19 pandemic has triggered unprecedented disruptions across various sectors, with education emerging as one of the most profoundly affected domains. In response to the imperative of social distancing and safety measures, educational institutions worldwide have swiftly pivoted towards distance learning modalities, reshaping the landscape of higher education. Within this transformative milieu, senior interior design students find themselves navigating uncharted territory, confronting the challenges and opportunities inherent in remote learning while striving to maintain the integrity of their academic pursuits. Traditionally grounded in hands-on studio-based instruction, interior design education is inherently tactile and collaborative, emphasizing experiential learning and spatial exploration. However, the abrupt transition to remote learning necessitated by the pandemic has necessitated a reimagining of pedagogical practices and studio environments. In this context, understanding the experiences and perspectives of senior interior design students becomes paramount, offering valuable insights into the evolving dynamics of design education amidst crisis. This study seeks to explore the multifaceted impact of distance learning on senior interior design students, probing into their perceptions, challenges, and adaptations in the wake of the Covid-19 https://www.theamericanjournals.com/index.php/tajet 6 THE USA JOURNALS THE AMERICAN JOURNAL OF ENGINEERING AND TECHNOLOGY (ISSN – 2689-0984) VOLUME 06 ISSUE05 pandemic. Through qualitative analysis of interviews, surveys, and reflective narratives, we aim to elucidate the nuances of remote learning within the context of interior design education, shedding light on both the constraints and the creative possibilities that have emerged in this unprecedented era. Central to this inquiry are questions surrounding the efficacy of virtual studio environments, the dynamics of collaborative design processes, the acquisition of technological proficiency, and the preservation of students' creativity and professional development. By delving into these dimensions, we seek not only to document the experiences of senior interior design students but also to inform pedagogical strategies and institutional responses aimed at fostering resilience and innovation amidst the ongoing challenges posed by the pandemic. In this era of uncertainty and disruption, the voices and insights of senior interior design students serve as a beacon, illuminating the path forward as we collectively navigate the complexities of remote learning and reimagine the environments of design education in the shadow of Covid-19.