The migration of architectural design education from the studio to a virtual environment; a review of an experience in response to the Covid-19 pandemic

Background and objectives: The COVID-19 pandemic forced a rapid transition to virtual learning environments across many disciplines, including architecture, where traditional design studios relied heavily on hands-on learning and face-to-face interaction. The adaptation of these studios to virtual formats highlighted numerous challenges, particularly in ensuring clarity of instruction, maintaining engagement, and adapting media for online use. This research aims to explore and narrate the educational experience of an undergraduate virtual architectural design studio, with the objective of identifying obstacles and determining effective solutions for successful implementation. Methods: An action research methodology was employed for the study, allowing for iterative reflection and modification based on the experiences of students and tutors. The research spanned five cycles within an undergraduate design studio at Shahid Beheshti University. Each cycle incorporated specific interventions to address challenges in the virtual learning environment, with the quality of student projects being the primary criterion for evaluation. Data collection included detailed session reports, student feedbacks, and analyses of technical and pedagogical challenges encountered throughout the process. Results and conclusion: The study identified three main challenges in the virtual design studio: the lack of clarity in instructional content, the mismatch between traditional studio activities and the virtual environment, and ongoing technical difficulties. Despite these challenges, the research demonstrated that a flexible pedagogical approach, the incorporation of diverse activities, and the use of virtual-environment-friendly media significantly improved student outcomes. While certain traditional activities, such as conceptual design tasks, could be adapted to the virtual setting with minor modifications, others, such as material exploration, were less compatible and sometimes not feasible. The research concludes that while virtual design studios present substantial challenges, they also offer opportunities for innovation in teaching methods. Successful implementation requires careful adaptation of tasks and media, and an ongoing commitment to flexibility and responsiveness to both technological and pedagogical constraints. This study provides insights that can guide the future development of virtual architectural design studios, ensuring their effectiveness in delivering quality education.