Design education is at the crossroads of re-defining itself in the midst of the COVID pandemic. Design educators are now part of a global movement to work in isolation through web-based communication and collaboration tools, which are also at the heart of a decentralised workforce encountered in the design profession. With its social isolation requirements, many universities have closed down their physical classes and lecture halls and have required educators to abruptly transition their courses to an online delivery. Although this transition is not universally endorsed, it has forced the hand of design educators who have been reluctant to jump into the online world with both feet. As the literature reveals, many blended learning solutions have been trialled but few design educators have made online teaching and learning an ongoing building block of their design courses. This chapter examines the outcomes of this foundational shift from face-to-face design studio teaching to online by surveying design students and educators at an Australian university. The results are surprisingly optimistic but there are challenges that need to be addressed by institutions to make this transition work in the post-pandemic world. The central research question is: Will design educators who are now working in an online environment go back to the physical classroom and lecture halls once the pandemic restrictions ease? Or is online design education now a central part of the design curriculum? https://www.proudpen.com/book/the-impact-of-covid19-on-the-international-education-system-pp/the-online-pandemic-in-design-courses-design-higher-education-in-digital-isolation/