Since independence in 1991, Slovenian society has sought models for education in the West. As in Slovenia, schools of architecture situated in other countries of rapid social transformation are offered the opportunity to critically review examples of the virtual design studio (VDS). This article investigates such examples within the concepts of “identity” and “place.” These concepts are developed to include a consideration of the identity of virtual places and virtual studios and to examine the implications of globalization on architectural education. In conclusion, we develop an exploratory model for VDS as an instrument that integrates computer technology, distance learning, and design education.

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