[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600161-105":59,"doc-detail-600161-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","synchronicity-in-the-online-design-studio-a-study-of-two-cases","Synchronicity in the Online Design Studio - A Study of Two Cases","","Traditional design education models emphasize place-based studio learning, enabling engaged, participatory teaching through over-the-shoulder feedback and peer critique. During the COVID-19 pandemic, face-to-face instruction rapidly shifted to online remote delivery, disrupting the design studio as both a physical environment and a learning pedagogy. This paper presents an early-2020 case study of two approaches to teaching an online design studio: asynchronous individual assessments and synchronous real-time small-group tasks. It examines synchronicity across interaction, assessment, feedback, and design learning, concluding with practice-based lessons for future design education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/synchronicity-in-the-online-design-studio-a-study-of-two-cases/600161/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/synchronicity-in-the-online-design-studio-a-study-of-two-cases/600161.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What disruption did the COVID-19 pandemic create for the design studio context?","Question",{"text":112,"@type":113},"It interrupted face-to-face learning and forced a rapid pivot to online remote delivery, changing the design studio from a physical space and pedagogical mode into an online environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the paper compare the two online teaching approaches?",{"text":117,"@type":113},"It contrasts an asynchronous model using individual online materials and individual assessment tasks with a synchronous model where students participate in real time and assessment tasks are mainly small-group.",{"name":119,"@type":110,"acceptedAnswer":120},"Which four themes does the paper use to analyze synchronicity in online studio delivery?",{"text":121,"@type":113},"The analysis focuses on interaction, assessment, feedback, and design learning, drawing out lessons relevant to future design education models.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600161,1792165457,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Synchronicity in the Online Design Studio: A Study of Two Cases  \nLeigh-Anne Hepburn, The University of Sydney, Australia Madeleine Borthwick, The University of Sydney, Australia  \nAbstract  \nTraditional design education models foreground place-based learning and teaching approaches that situate educators and students together in the studio. This experience enables an engaged and participatory teaching practice in which over-the-shoulder feedback and peer-to-peer critique become essential formal and informal learning interactions. However, the COVID-19 pandemic significantly interrupted the educational offerings of higher education institutions. Face to face learning ceased and rapidly pivoted to online and new remote models of delivery. For students studying design at the University of Sydney, this disruption significantly impacted the design studio – a space traditionally understood as a physical learning environment and a mode of learning and teaching. This paper presents a case study of two approaches to teaching design studio online delivered in early 2020. The first approach adopted an asynchronous delivery model in which students engaged with online materials at a time of their choosing, with assessments designed as individual tasks. The second approach adopted a synchronous delivery model in which students participated online in real-time, and assessment tasks were predominantly small-group tasks. In sharing the experiences of both case studies, this paper considers the role of synchronicity in delivering design studio online across four themes:  \ninteraction, assessment, feedback and design learning. Finally, the paper presents practicebased lessons that could inform pedagogical practices in design and support future models of design education.  \nKeywords  \ndesign studio, design education, remote learning, online, synchronicity  \nIntroduction  \nThe term studio can refer to both a physical space of teaching and learning in design and a conceptual or pedagogical design education model. As a place-based learning practice, the design studio offers an experience-oriented space for interactive exploration and experimentation, critical reflection and critique and creative collaboration (Marshalsey & Sclater, 2020; Shreeve, 2018; Costantino, 2018; Boling et al., 2016; Crowther, 2013) .  \nGrowth in online design education had been incremental. The adoption of internet-based applications in design education begun as early as the 1990s (Akar et al., 2012), and the University of Sydney was an early pioneer in this space. The Virtual Design Studio 95 project drew on approaches from computing to reimagine the virtual working space of designers, what Maher and Simoff (1999) call ‘computer-mediated dynamic world models that create a sense of place’, similar to the functionality of the physical design studio.  \nBeyond the discipline of design, online education in higher education experienced growth at amore significant pace, responding to drivers such as emerging technologies, access to the internet, and the digital economy workforce (Palvia et al., 2018) . While many institutions have sought to offer online learning as supplementary rather than an alternative, others have been proactive in designing and delivering dedicated online learning opportunities (Sewart et al., 2020; Simonsen et al., 2019) .  \nRecognising that ‘today’s designers are required to use technologies that continue to evolve’(Meyer and Norman, 2020:26), design education should continue to explore the space of online learning. Indeed, scholars had begun to explore models of remote design education (Jones et al., 2020; Lotz et al., 2019; Rodriguez et al., 2018; Lotz et al., 2015; Lloyd, 2013; Broadfoot & Bennett, 2003; Laiserin, 2002) . However, this literature accounts predominantly for a period of careful planning and transition and not the overnight shift experienced due to the global pandemic.  \nThe COVID-19 pandemic exponentially accelerated the shift to online e","cbCaiuYsmqtFPgnM","https://ap.wps.com/l/cbCaiuYsmqtFPgnM","pdf",492824,15,"English","# Introduction\n## Studio as a physical and conceptual model\n## Growth and drivers of online design education\n## Pandemic-driven shift to remote learning\n## Context at the University of Sydney\n# Case Study Approaches\n## Asynchronous delivery model\n## Synchronous delivery model\n## Themes for evaluating synchronicity\n# Practice-Based Lessons","[{\"question\":\"What disruption did the COVID-19 pandemic create for the design studio context?\",\"answer\":\"It interrupted face-to-face learning and forced a rapid pivot to online remote delivery, changing the design studio from a physical space and pedagogical mode into an online environment.\"},{\"question\":\"How did the paper compare the two online teaching approaches?\",\"answer\":\"It contrasts an asynchronous model using individual online materials and individual assessment tasks with a synchronous model where students participate in real time and assessment tasks are mainly small-group.\"},{\"question\":\"Which four themes does the paper use to analyze synchronicity in online studio delivery?\",\"answer\":\"The analysis focuses on interaction, assessment, feedback, and design learning, drawing out lessons relevant to future design education models.\"}]","Synchronicity in the Online Design Studio - A Study of Two Cases | PDF",1792090151,38]