Evaluation of Akdeniz University interior architecture basic design course in terms of creativity in the period of COVID-19 based on feedback

The COVID-19 epidemic has affected the education sector as well as in every field; With the decision of the Council of Higher Education, the 2020 spring semester was conducted through distance education. This situation has led to changes in the process of the courses, especially in practice-based education programs. One of these courses is the basic design course, which is one of the main courses of first-year architecture, interior architecture and design-based departments. Changes in the transition to distance education in the basic design course, where face-to-face communication and interaction are dominant, have brought different experiences for both instructors and students. In the study, the focus is on the studies made from the most important elements of the basic design. In this direction, Wallas's (1926) 4P was used and together with the pandemic, it was discussed in order to create a model person, environment, product and design from basic design education. The method used in the research; one that can be made qualitative. As the main purpose of the study, the 4P model to predict basic design education by education in the interior architecture department of Akdeniz University during the COVID-19 period, environment, product education, data collection from 70 students; In the COVID-19 basic education training, it is aimed to receive trainings related to the process from 4 education faculty members. The study is designed in two scopes within the scope of different feedbacks. While the first feedback is the feedback of the instructors who experienced the process; are the ones that are suitable for other feedback. However, the values that are expected from the student to learn in the design course are the basic process of education and the products that come out of appearance in the world with distance education, which is passed through the pandemic process. In this context, since the values expected from the students within the scope of the basic design course have not changed, the person factor has not been addressed; environment, process and products are discussed. In the environmental factor, workshop environment, online environment, student-instructor interaction, student-student interaction; in the process factor, online process, homework tracking and criticism, course flow; In the product factor, it was determined that there were changes in terms of material supply and three-dimensional studies. While determining these factors; Concepts such as course follow-up, digital environment, technical convenience, adaptation process, different perspective, adaptation, solving problems individually, creativity were reached and the environment, process and product elements were evaluated through these concepts. As a result, the concept that has a positive effect on all three factors, from environment, process and product factors to creativity, could not be reached in distance basic design education. Concepts that negatively affect all three of the environment, process and product factors; abstract thinking, communication problem and absenteeism problem. In this context, the effect of distance basic design education on the creativity and learning outcomes (products) of the interior architecture basic design students of Akdeniz University in the fall and spring term of the 2020-2021 academic year has been revealed in terms of process and environment.