The COVID-19 pandemic has led to a surge in online studio education, which has presented a significant challenge to traditional design studio teaching methods that rely on face-to-face interactions between instructors and students. It is contended that online studio education enhances the accessibility of design studio pedagogy, making it possible for students to learn from anywhere in the world. However, it also challenges the development of tactile skills, which are crucial in design education. Additionally, online studio education can render certain aspects of traditional design studio pedagogy obsolete, while bringing back elements of design history and theory that may have been overlooked in traditional studio teaching. It can also be argued that online studio education has the potential to reverse the traditional power dynamics between instructors and students, resulting in more democratic and collaborative forms of learning that can empower students. As the literature on the effects of online studio education is growing, there is a need to understand how the shift from the material space and its affordances to an online environment affects the core components of an architectural design studio. To understand the effects of this new medium, this research employed Marshall McLuhan’s tetradic approach, a hermeneutic tool to perform a critical interpretation of any medium by examining four simultaneous effects: how it enhances a human sense, what it makes obsolete, what forgotten aspect it retrieves, and how it flips into its opposite at its extremes. A literature review was conducted to analyze the effects of online studios from a tetradic framework and identify the major discussions of the impact of online studio education. The methodology involves a two-part literature review. This study specifically focused on peer-reviewed, empirical research published after 2020, and the authors used search terms related to online architectural studios during the pandemic. The process identified 176 records of peer-reviewed empirical studies for further analysis and 20 papers were read and included in the review, defining repeating topics/themes and organized under four categories pertaining to the founding archetypes of an architectural design studio: (a) setting and communication, (b) actors, (c) outputs, and (d) dynamics. This process was followed by organizing the findings and interpreting them within the tetradic framework to develop a comprehensive understanding of the consequences of the online design studio. Overall, this research aims to provide a detailed and nuanced analysis of the impact of online studio education on design studio pedagogy, conceptualizing McLuhan’s tetrad as a basis for the analysis, and therefore aiming to enrich our understanding of the post-COVID-19 era of learning architecture by examining the dramatic change in the medium and its effects.
