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This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organised a university course in plastic product design and how the teacher guided student teams' design processes in a virtual design studio. The model of Learning by Collaborative Design was used as a pedagogical and analytical framework. The study employed qualitative content analysis of the teacher's notes posted to the Moodle database. The results indicated that teaching exhibiteddoi:10.5204/jld.v7i1.140 fatcat:eept62wzcfhcfiu7v3k7kwh57m