Architectural educators use the scientific term “critical mass”
to justify the necessity for design students to be present in
the studio in order to gain momentum, share ideas, and learn
from each other, while enjoying their camaraderie. Further, it
is believed that the physical presence may yield an esprit de
corps, albeit in a pedagogy which values individualism. Any of
these educational objectives, however, such as communication,
idea sharing and momentum, are within reach in the virtual
environment. Indeed, telecommunication technology oriented
design environment actually enhances educator-student and
student-student participation in getting to know each others’
values and cultures. Such cooperation across time and space,
leads future designers to identify and solve problems in a truly
global setting The computer savvy profile of today’s students
suggests that cross-cultural and across-distance design
education is an achievable aim and even may weaken the argument
for the merits of physical presence in th