The spread of online learning challenges for all disciplines, especially visual design education, in Australian universities to develop a pedagogically effective online learning model. Traditionally studio-based visual design education deals with various visual materials and is conducted through regular consultations between teacher and students and communications between students and students. This denotes that merely transplanting course content into an online learning setting could arise many pedagogical issues. The paper aims to define the pedagogical features of online visual design learning through an empirical study. A visual design course was redesigned to offer in both off-campus and on-campus mode via Blackboard®. To embed the design studio education features in the online delivery, the course development was focused on quantitative and qualitative aspects of design practice and effective communication. Based on data analysis and students feedback on the course, this paper suggests a framework and practical implications for developing and teaching an online-based visual design course in terms of creating an effective online learning experience.
|Keywords:||Online Design Learning, Design Education, Online Design Studio, Interactive Learning Experience|
Associate Lecturer, Creative Industries Faculty, Queensland University of Technology, Brisbane, Queensland, Australia
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