Is the Design Studio Dead? -An International Perspective on the Changing Shape of the Physical Studio across Design Domains

The process of moving the physical design studio experience, where social interaction is a guiding principle, into a detached virtual environment during the Covid pandemic has prompted design educators to re-evaluate what constitutes a traditional studio-based learning system. This shift is based on...

Full description

Saved in:
Bibliographic Details
Published inDesign and technology education Vol. 26; no. 4; pp. 112 - 129
Main Author Fleischmann, Katja
Format Journal Article
LanguageEnglish
Published Wellesbourne Design and Technology Association 01.12.2021
Subjects
Animation
Blended Learning
Computer Games
Computer Simulation
COVID-19
Cross Cultural Studies
Design
Distance Education
Distance learning
Educational Change
Epistemology
Futures (of Society)
In Person Learning
Industrial Arts
Interaction
Interior Design
Online Courses
Online instruction
Pandemics
Studio Art
Teacher Attitudes
Teacher Surveys
Teachers
Teaching Methods
Thinking Skills
Online AccessGet full text

Cover

More Information
Summary:The process of moving the physical design studio experience, where social interaction is a guiding principle, into a detached virtual environment during the Covid pandemic has prompted design educators to re-evaluate what constitutes a traditional studio-based learning system. This shift is based on classroom experiences after design educators moved their courses online as physical classrooms closed. Early research findings indicate that design educators and students adapted surprisingly well to an online classroom during the pandemic. But is this equally the case across all design domains? The author argues that it is unhelpful to generalise across design domains when setting out to construct alternative digital learning and teaching environments. This study contextualises varying responses to the online design studio and offers a unique international perspective on differences in design domains impacting future plans to offer blended or online learning. The research is underpinned by the epistemology of pragmatism. The interpretation of data is based on surveys filled out by 90 highly experienced design educators representing eight design domains in seven countries. Results indicate a clear shift toward long-term acceptance of select online elements even in design domains focused on physical studio skills. It is clear that design domains will differ in their adoption and development of blending face-to-face and online teaching in the future.
ISSN:1360-1431
1360-1431