The Transient Spaces of Studio Learning: Building a Theory of Online Studio Pedagogy in Graphic Design Education

Abstract

This research study sought to create a theory describing how graphic design educators are using the internet to augment and extend studio pedagogy in graphic design education. The Replication-Collaboration Continuum, the theory that resulted from this study, can aid future design educators in decision-making about potential course delivery options. This study used grounded theory methodology and gathered data through solo interviews, focus groups, and memos. Research participants were graphic design educators located around the world. This study contributed to the general body of knowledge on graphic design studio pedagogy and addressed specifically how studio pedagogy, a phenomenon traditionally enacted in a face-to-face setting, has been translated to an online environment.