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At the core of architecture education are the design studio classes, where students test ideas, build physical models, and propose design projects in a shared creative environment. The COVID-19 pandemic in 2020 created a large disruption of this status quo and required a major shift in the whole experience of teaching and learning at design studios. Using a case study approach, the present paper describes the systematic process of translating Physical Design Studio into emergency Virtual Design Studio and how it has been perceived by students enrolled in the investigated courses. The focus was primarily on those tools and methods that were intended to compensate for traditional workshop methods (for example the tactile exercise of physical model making and pin-up board presentations). To meet this objective, available tools for performing Virtual Design Studio were assessed using experiences of Design Studio instructors on the one hand and students’ surveys on the other hand. The study’s results can be used as recommendations on how to optimally implement a transition from a Physical Design Studio environment to teaching a digital remote design studio. Furthermore, the results also add to creating design guidelines for setting up blended architecture education post-COVID-19.

Transition from Physical Design Studio to Emergency Virtual Design Studio. Available Teaching and Learning Methods and Tools—A Case Study