With the ability of linking distant partners and diverse bodies of students and faculty, virtual design studios provide
unique opportunities for examining cultural, contextual, and methodological differences in design and design collaboration.
However, most evaluations of virtual design studio in the recent literature have focused primarily on technical
and operational issues. In contrast, the social and cultural dimensions of virtual design studio and their pedagogical
implications have not been adequately examined. To address this gap, this article examines the experience and outcomes
of a recent virtual design studio involving international collaboration between faculty and student partners.
Specifically, it looks at how presence of differences and process of dialogic learning create pedagogical opportunities
in a collaborative 'virtual' environment. Based on the case study, this article argues that through dialogues, collaboration,
and negotiation of cultural, contextual and methodological differences, collaborative virtual design studio offers
an alternative to traditional design studio based on the primacy of individual practice and the master-apprentice model
of learning. By creatively utilizing the collaborative environment involving diverse partners, virtual design studio can foster
a critical understanding of cross-cultural design process and the significance of dialogues and negotiation in design.
Keywords : Virtual Design Studio, Difference, Dialogic Learning, Pedagogy, Design Collaboration
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