Abstract

The COVID-19 pandemic necessitated an unprecedented shift in architectural education, moving traditional design studios to remote formats enabled by visual collaboration platforms (VCPs). In this study, the implications of this shift are examined, specifically how VCPs reconfigured the design studio dynamic. The study is grounded in generic and situated design theories, and the opportunities and limitations of this digital realm are examined. Detailed visual documentation was emphasized through the absence of physical gestures, which helped to provide clarity and permanence, while cumulative archives were used to promote peer learning and self-tracking. Despite challenges like reduced face-to-face interaction, the data collected from first-year architecture students showed significant advancements in their digital proficiency, communication skills, and collaborative practices. These findings are contextualized within broader pedagogical frameworks, suggesting that VCPs can be used as complementary tools in design education, as a bridge between conventional and digital practices to increase adaptability, inclusivity, and long-term ecological thinking.