At Northern Arizona University some visual communication courses, specifically Graphic Design III and IV, are taught in classrooms where there is no computer lab. Because of this, these courses require a substantial amount of work outside of class time. This paper serves as a case study showing how a face-to-face course was developed for an online format. The findings from the study show that students prefer to meet only when there is something to critique. So, for instance, when there is a day devoted to a "work in class day," students do not come to class because they would prefer to use that time to work from a lab. Because Graphic Design III and IV are more advanced level courses in the design curriculum at NAU, the faculty found that they do not need to be present while students are working on projects. Instead, it is more resourceful for everyone to meet during scheduled critique times, where students can receive appropriate feedback. The case study will look at current trends for online classes and how to teach a graphic design course online rather than in person. The study will explain the course itself, the history of how it was delivered in-person, how it transitioned to online delivery, and compare the methods and benefits for both.
|Original language||English (US)|
|Number of pages||15|
|Journal||International Journal of Visual Design|
|State||Published - 2013|
- Graphic design
ASJC Scopus subject areas
- Visual Arts and Performing Arts