Examination of the views of academicians and visual arts teachers upon the artist's workroom lessons during distance education process

With the technological improvements, besides the traditional education new edu-cation methods are also emerged. Distance learning is the education method which provides communication and interaction between educator and the student independent from the time and place. Distance learning is easily reachable and providing equality of opportunities and lifelong learning is aimed by distance learning. Art education is not only an education to raise artists, but also it is a personality and moral education. Visual Arts education is also effected by the technological improvements. In order to be efficient in Visual Arts education, workrooms for the artists are required. Increasing distance education practices during the pandemic process made it pos-sible to conduct workshop lessons with distance education as well as theoretical lessons. With this education model, it has radically changed the student-teacher communication that has been going on for years. In this context, this study aimed to examine the views of academicians and visual arts teachers regarding the workshop lessons in the distance education process. In this context, a qualitative research was conducted on the opinions of university faculty members and students of the visual arts department. In this context, a semi-structured interview form, which was developed differently for both faculty members and students, was applied. While the universe of the research consists of visual arts academics and visual arts education faculty students in Turkey, the purposeful sample consists of 9 visual arts academics from Atatürk University and Erzincan Binali Yıldırım University and 11 visual arts education undergraduate students from Erzincan Binali Yıldırım University. In this study, a purposeful and easily accessible sample was created and interview forms were sent over the internet. While the interview form was sent via e-mail, neces-sary referrals were made over the phone and the feedback was collected and analyzed via e-mail. Findings for each question were classified and analyzed under headings. Unfortunately, the findings are that the workshop course is not suitable for distance education and will not be demanded in the future unless it is compulsory. This negative point of view is due to the fact that the system has not yet been compatible to be used in visual art education and training of distance education, computer software for the remote processing of workshop lessons is not ready, the technology used cannot be adapted to today's life, innovations and access are not provided, and education created with systematic technology that supports simultaneous and instant feedback. The lack of options such as In this and similar possible situations, I believe that it will be possible to change the perspectives of the individuals involved in the process towards distan-ce education in a positive way with plans and developments. The increase in the suc-cess of individuals who are motivated and ready for the lesson with a positive perspective will be proof of the success of the system. As a result of the study, it was stated by both faculty members and students that distance education was not suitable in terms of workshop lessons. It has been observed that there are difficulties especially in providing feedback and problems in material procurement. It has been suggested that there is no future for distance education in terms of workshop lessons.