Rapid technological advancement has changed the landscape of design education to be integrated with educational technology, and the worldwide COVID‐19 pandemic has further accelerated its transition to online education. Pedagogical engagement with online education is unavoidable to ensure that the transition is successful when the situation ends. Yet, many prior studies on online design education remain focused on technical and administrative uses of digital technologies. In this article, meta‐connective pedagogy is introduced to enable educators and researchers critically to engage with pedagogical concerns emerging from the connective nature of the digitally networked world. Meta‐connective pedagogy is to focus on we are always‐being‐connected and argue that authentic learning and teaching are determined by diverse forms of pre‐existing connectivity. This article consists of four parts. First, it is argued that studio‐based learning has developed a ‘resistant’ stance towards online education, which justifies the omission of understanding connective features from its discourses. Second, four up‐to‐date studies on online design education are critically reviewed in a comparative manner, as their views are split into technical and pedagogical aspects. Third, meta‐connective pedagogy is introduced to address why and how connectivity becomes an emerging pedagogical concern for online education. Fourth and last, a schematic form of meta‐connective design education is articulated, and new roles and responsibilities of educators are addressed. Overall, it is argued that the whole concept of design education is subverted towards connectivity that is inclusive of social components of traditional design studios in a more efficient way.

中文翻译：

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在线设计教育：元连接教育学

技术的飞速发展改变了设计教育与教育技术融合的局面，全球COVID-19大流行进一步加速了其向在线教育的过渡。不可避免地要进行在线教育的教学，以确保在情况结束时成功过渡。但是，有关在线设计教育的许多先前研究仍集中在数字技术的技术和行政用途上。在本文中，引入了元连接教学法，以使教育工作者和研究人员能够批判性地处理由于数字网络世界的连接性质而产生的教学问题。元连接教学法应专注于我们一直处于连接状态并认为，真实的学与教是由各种形式的既有连接性决定的。本文包括四个部分。首先，有人认为基于工作室的学习对在线教育已经形成了一种“抵制”态度，这证明了从其话语中理解联结特征的遗漏是合理的。其次，以比较的方式对四项最新的在线设计教育研究进行了批判性审查，因为它们的观点分为技术和教学方面。第三，介绍了元连通性教学法，以探讨为什么以及如何使连通性成为在线教育中新兴的教学法问题。第四也是最后，阐述了元连接设计教育的示意图形式，并论述了教育工作者的新角色和职责。总体，