ABSTRACT
Discussion of visual communication pedagogy in the last few decades has assumed
a face-to-face classroom environment (see Brumberger, 2007; Heller, 2003). In fact,
many in the graphic design field resist taking design coursework online because of the
perceived loss of face-to-face interaction that might compromise the ability of an
instructor to properly mentor students. Steven Heller, a well-known graphic design
professor and author of multiple books on graphic design education, admits that he
has not emphasized online coursework in his books because he believes that “a truly
valuable learning experience is in the classroom and hallways” (S. Heller, personal
communication, September 28, 2009). Although Heller admits that coursework will
eventually have a place online, embedded in his sentiments is an assumption that the
quality of teaching will diminish in an online environment because of the loss of
face-to-face interaction.
