Re-thinking Design Studio Education: Is Online Education here to stay?
Re-imagining the on-campus studio programs by drawing lessons from remote studio experience.
The Challenge
How can we take the most effective aspects of remote learning and apply them to improve on-campus design studio programs?
The Approach
Our research explored the impact of remote learning through a blend of literature review, student surveys, and in-depth interviews, uncovering the best practices and key challenges faced by students in online studio environments. These insights form the foundation of our evidence-based recommendations for developing a hybrid studio model.
Overview
In the context of this article, the word “Studio” refers to a physical (on-campus) or virtual (online) space that supports design education.
The global pandemic prompted a rapid shift in education, especially in studio-based programs. As Algonquin College transitioned to online learning, both students and faculty had to adapt quickly. The Human-Centered Design Lab (HCDL) saw this change as an opportunity to reimagine on-campus studio education by integrating the most effective remote learning practices. Our research aimed to uncover key lessons from the remote experience that could enhance future on-campus studio programs.
Methodology
Literature Review: We began by examining existing research on online course delivery, student engagement, and peer-instructor interactions in remote learning environments.
Student Survey: A survey was conducted with 56 students from Algonquin College’s School of Media and Design to gather data on their remote learning experiences during the pandemic.
In-Depth Interviews: Eight students who participated in the survey were interviewed to gain deeper insights into their experiences.
Data Analysis: Using thematic coding, we analyzed the collected data to identify recurring themes related to both the advantages and drawbacks of remote studio learning
“ The ability to re-watch filmed lectures is really useful for trying to remember specific comments and question answers from the class.”
Key Findings
Our research uncovered several critical insights regarding students’ experiences in remote studio environments.
1. Remote learning strengthened communication between students and instructors but reduced spontaneous peer-to-peer collaboration.
2. Online tools offered students greater flexibility and accessibility.
3. Remote format enhanced collaborations and increased availability through digital platforms.
However, the success of remote learning varied depending on the nature of the program: theory-based courses thrived in the virtual environment, while hands-on courses faced challenges in replicating the physical studio experience.
Evidence from Literature
The literature review reinforced the importance of a Blended Learning Approach (BLA), which merges the strengths of both online and in-person learning. This hybrid approach aligns with the findings, suggesting that design programs benefit from a balance of theory and hands-on practice delivered through a combination of physical and virtual spaces.
Recommendations
Using online platforms makes coursework more efficient and improves communication between students and instructors. However, a blended approach needs to be customized to meet the specific demands of each program, particularly when balancing theory-based and hands-on components. More research is needed to understand the challenges educators face in both remote and in-person settings, allowing for ongoing improvements to hybrid learning programs.
The future of design studio education lies in a thoughtful combination of online and on-campus experiences. By incorporating the lessons learned from remote learning, we can create hybrid programs that enhance flexibility, collaboration, and creativity. This approach ensures that design education remains adaptive and effective in the evolving post-pandemic world.