USING A DIGITAL STUDIO AS AN ALTERNATIVE TO ENGAGING COMMUNICATION DESIGN STUDENTS: IMPLICATIONS FOR A POST-COVID-19 PANDEMIC LOCKDOWN ERA.

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Title:	USING A DIGITAL STUDIO AS AN ALTERNATIVE TO ENGAGING COMMUNICATION DESIGN STUDENTS: IMPLICATIONS FOR A POST-COVID-19 PANDEMIC LOCKDOWN ERA.
Authors:	Ojo, O. A.¹, Makura, A. H.²
Source:	South African Journal of Higher Education. Mar2026, Vol. 40 Issue 1, p269-295. 27p.
Subject Terms:	Design students, Digital learning, Graphic design, Digital technology
Reviews & Products:	Adobe Photoshop (Computer software)
Abstract:	This article describes the intervention that facilitated students completing their curriculum under strict and partially strict lockdown rules without access to a traditional "wet" studio and physical laboratory space. The primary researcher introduced the students to a "digital mock-up-making" process in Adobe Illustrator and Photoshop programs. The e-learning technique allowed 29 second-year students at a university of technology to create their 2D design in Adobe Illustrator and 3D design in Photoshop. This process replaced a traditional physical cut-and-paste process within the "wet" and "dry" laboratory and studio spaces. The researchers followed a qualitative ethnography research design to determine the success of the "digital mock-up making" process as an alternative to physical studio and laboratory work. This research method requires deep reflection and self-assessment about "what" and "how" the learning occurred. The harvested qualitative reflective data were analysed using a content analysis approach. The findings showed that students gained new digital-based skills and overcame their concerns about not learning during the lockdown period and the likelihood of losing an entire academic year. Furthermore, online-based assessment of the design works orchestrated a paperless advantage compared to the physical studio process. However, the connection with conventional art materials and some technical knowledge dwindled during the period. This article concludes that lack of physical tools and access to physical studios were not barriers to students' accomplishments. This study recommends that digital mock-up making remain part of the facilitation methods of studio-based modules because it fosters student-centred learning and enables learning to continue during a period of disruption. Digital mock-up making can mitigate disruptions caused by natural disasters and prolonged student impasses. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article describes the intervention that facilitated students completing their curriculum under strict and partially strict lockdown rules without access to a traditional "wet" studio and physical laboratory space. The primary researcher introduced the students to a "digital mock-up-making" process in Adobe Illustrator and Photoshop programs. The e-learning technique allowed 29 second-year students at a university of technology to create their 2D design in Adobe Illustrator and 3D design in Photoshop. This process replaced a traditional physical cut-and-paste process within the "wet" and "dry" laboratory and studio spaces. The researchers followed a qualitative ethnography research design to determine the success of the "digital mock-up making" process as an alternative to physical studio and laboratory work. This research method requires deep reflection and self-assessment about "what" and "how" the learning occurred. The harvested qualitative reflective data were analysed using a content analysis approach. The findings showed that students gained new digital-based skills and overcame their concerns about not learning during the lockdown period and the likelihood of losing an entire academic year. Furthermore, online-based assessment of the design works orchestrated a paperless advantage compared to the physical studio process. However, the connection with conventional art materials and some technical knowledge dwindled during the period. This article concludes that lack of physical tools and access to physical studios were not barriers to students' accomplishments. This study recommends that digital mock-up making remain part of the facilitation methods of studio-based modules because it fosters student-centred learning and enables learning to continue during a period of disruption. Digital mock-up making can mitigate disruptions caused by natural disasters and prolonged student impasses. [ABSTRACT FROM AUTHOR]
ISSN:	10113487
DOI:	10.20853/40-1-6385