From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

Abstract

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

Student Perceptions Regarding the Blackboard Learning System Applied in Interior Architecture Project Courses During Covid-19

“…It has been determined that the satisfaction level of 4th graders who have been educated with the traditional method for a longer period of time is low (Table 2). The results obtained from the findings related to satisfaction and indicating that the lower classes are at a higher level of satisfaction from the blackboard application according to the internet connection data also confirm the studies (Table 2, Table 4) [14], [29]. As seen in Table 3, it is concluded that the achievements and grade levels of interior architecture students who take project courses through the blackboard application are related.…”

A Collaborative, Online Learning Model for Fashion Design

“…Those approaches emphasised the need for contextualized, adaptable, and flexible programs and environments, organized to meet the different needs for knowledge and competences. Fleischmann (2019Fleischmann ( , 2020aFleischmann ( , 2020b for instance, contributed with different studies and reviewed different approaches to the virtual, blended learning alternative for the design studio pedagogy. The author considered that overall students acknowledged positive aspects, such as flexibility of watching the lessons when they had time, enhanced self-management capabilities, but she identified the demotivation felt by students in the final weeks of the course, due to a lack of interaction with the lecturer.…”

Visual literacy education: Developing a curriculum for designers and non-designers

“…Given these new circumstances and even the ability to reach more students through an online alternative, online delivery should be explored more deeply as there are different expectations from both instructors and students. A previous study byFleischmann (2019) shared findings of two first-year graphic design studio courses that were delivered online. The positive aspects were "provided flexibility […] beneficial for individual learning style […] high quality of learning content […] speed of communication and feedback; responsiveness of instructor" (p. 9).…”

“…"Much thought, preparation, and post-production was spent on the creation of the online lectures. Considerations included how to make videos engaging, informative, and short enough to avoid boring students with short attention spans" (Fleischmann, 2019). A lot of the brunt of the work falls on the instructor who may not have the necessary technical skills to produce class content; therefore, having support from institutions, in the form of video producers and time, is paramount for the development of successful online courses.…”

“…"Giving and receiving public critiques of one's creative work can be an uncomfortable proposition for many people, particularly students who are in their first year of study. Students can feel ashamed and embarrassed if their work is criticized openly" (Fleischmann, 2019) but students receiving a structured method it could ease their anxieties regarding critique. Courses that have heavy data analysis can benefit from studying the meaning of images and how to build visual representation of data to facilitate interpretation.…”