Online education is not a common practice in design education. As the cornerstone of design education, the design studio incorporates a hands-on approach that stems from its materiality. This tactile character of the design studio has been challenged by the recent pandemic since many design schools and departments decided to proceed with their education online. Consequently, some fundamental pedagogical mechanisms that rely on the distinct habitat of the design studio were moved to the online context. Design critiques, a crucial activity in communicating design knowledge, were also carried to online channels. This shift from the physical to the online environment caused some changes in both the communication and understanding of design critiques. In the light of recent developments, this article reflects on students’ perceptions of design critiques in an online studio setting. In-depth interviews were conducted with six industrial design students who started their semester in a physical studio environment but continued online. The study demonstrates that the students’ impressions of design critiques have been affected by several factors that can be grouped under three categories: crit actors, crit process and crit context.

中文翻译：

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向在线设计工作室课程的意外转变：学生对设计评论的见解

在线教育在设计教育中并不常见。作为设计教育的基石，设计工作室采用了源于其重要性的实践方法。由于许多设计学院和部门决定继续在线教育，设计工作室的这种触觉特征受到了最近大流行的挑战。因此，一些依赖于设计工作室独特栖息地的基本教学机制被转移到在线环境中。设计评论是交流设计知识的一项重要活动，也被带到了在线渠道。这种从物理环境到在线环境的转变导致设计评论的交流和理解发生了一些变化。鉴于最近的事态发展，本文反映了学生在在线工作室环境中对设计评论的看法。对六名工业设计专业的学生进行了深入访谈，他们在物理工作室环境中开始了他们的学期，但继续在线。该研究表明，学生对设计评论的印象受到几个因素的影响，这些因素可以分为三类：评论演员、评论过程和评论背景。