Understanding changes to student wellbeing on design modules in a distance higher education setting is difficult. Previous research suggested that environmental, study and skills‐related barriers impact the wellbeing of learners at a distance. This study sought to understand the experiences of barriers and what enabled distance design students’ wellbeing. It identifies avenues to balance tensions between conflicting experiences of studying design and maintaining wellbeing that our participants disclosed in a longitudinal, qualitative study using repeat interviews, experience sampling and a diary study. The findings provide insights from the learners’ perspectives. Students reported strategies on how to deal with open‐ended design projects and how to cope with feedback. They revealed how they currently seek and receive support for design work and wellbeing. We uncovered how learners keep to deadlines and how they approach social learning. The study also exposed enabling study rhythms to facilitate creative flow and how creative environments are set up in the learners’ homes. Our findings suggest that educators and designers of hybrid and distance design education should pay attention to three key aspects: dealing with uncertainty, learning satisficing and managing creative flow, to enable design students’ wellbeing.

中文翻译：

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促进学生在远程设计教育中的福祉

了解远程高等教育环境中设计模块对学生福祉的变化是很困难的。先前的研究表明，环境、学习和技能相关的障碍会影响远程学习者的福祉。这项研究旨在了解障碍的经历以及是什么使远程设计学生的福祉得以实现。它确定了平衡学习设计和维持幸福之间冲突经验之间紧张关系的途径，我们的参与者在一项使用重复访谈、经验抽样和日记研究的纵向定性研究中披露了这一点。研究结果从学习者的角度提供了见解。学生们报告了如何处理开放式设计项目以及如何应对反馈的策略。他们透露了他们目前如何寻求和获得设计工作和福祉方面的支持。我们揭示了学习者如何遵守最后期限以及他们如何进行社交学习。该研究还揭示了促进创造性流动的学习节奏以及如何在学习者的家中建立创造性环境。我们的研究结果表明，混合和远程设计教育的教育者和设计师应关注三个关键方面：处理不确定性、学习满意度和管理创意流程，以实现设计学生的福祉。