DPCX Framework: A Theoretical Foundation for Building a Didactic Online Course in Design Education

Design education emphasizes learning activities through exercises of sense, logic, and motor skills to create critical and creative individuals with artistic appreciation. Traditionally, design education is mostly conducted through face-to-face consultation and discussion to grasp undefined and uncommunicated tacit knowledge. Technological developments have led to societal changes that affect human learning patterns and online learning growth. This study aims to provide a comprehensive understanding of online learning design courses. Theoretical reviews are used to understand the theoretical foundations of education, design education, online learning, and learning interactivity. This study introduces the didactic-pedagogical-contentcontext (DPCX) knowledge framework for online design courses. The framework was developed from the Technological, Pedagogical, and Content Knowledge (TPCK) model to explain the content, pedagogical, and contextual elements of the design discipline applied to online learning. Design lecturers can use this framework as a guide to determine the combination of material content, pedagogy, and contextual materials in online learning. These findings and recommendations can also contribute to policymakers designing education in general. Keywords: design education, online learning, learning interactivity, DPCX, TPCK