Abstract

This paper aims to reflect on the teaching methods used during the COVID-19 pandemic, specifically in higher education graphic design, a curriculum unit with a solid practical component. Challenges were unexpectedly imposed on teachers, as they were forced to switch from face-to-face to distance learning, and both teachers and students had to deal with the resulting difficulties felt throughout the classes. Based on a practical case study, we attempted to understand, through direct observation and recording, the impact of COVID-19 on learning following the transition from face-to-face teaching to distance learning in the field of graphic design, a practical and creative field that requires the student to verify the results of what they are learning through their work. In this context, we intend to examine how Introduction to Design and Design I—Graphic Design, curricular units of the bachelor’s degree in design and print production and the short cycle in graphic and digital production in the first and second semesters of the academic year 2020/21 were conducted. During the next academic year, a short questionnaire was administered to students to ascertain their impression of the influence of the faculty’s measures on academic achievement. It also determined whether students thought switching from face-to-face to distant learning was useful. Consequently, the analysis began with direct observation and lesson recording to the formulation and execution of a questionnaire, ending with a presentation of the results in this article.