摘要：This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organized a plastic product design course and how the teacher guided student teams’ design processes in a virtual design studio. The model of Learning by Collaborative Design was used as a pedagogical and analytical framework. The study employed qualitative content analysis of the teacher’s notes posted to the Moodle database. The results indicated that teaching exhibited three characteristic emphases: problem driven, solution driven and procedural driven. The main part of the teacher’s notes was solution driven statements, including new information, design ideas and evaluating design. The results of the study demonstrate the link between the model of Learning by Collaborative Design and the three teaching approaches.
