Due to COVID-19, all classes in schools have been converted to distance learning using online platforms. However, various problems were raised when converting face-to-face classes to online distance learning. In particular, the difficulties were more pronounced for practical design courses because they include practical experience. In this context, this study focused on actual online distance learning classroom cases in design education. Based on the qualitative case study methodology, four instructors were interviewed about their experience with distance learning courses that actively utilized online platforms for college design courses as research cases. In design education, which aims at interdisciplinary and convergence thinking, online distance learning is meaningful in that it can expand experience and opportunities for the overall formative design through the development of technology. On the other hand, there are clear limitations in terms of practical production activities for existing online distance learning methods. Therefore, it is necessary to explore whether to develop classes based on the recently used effective activities or whether to find new strategies in the case that these limitations are fundamental to online distance learning. [For the complete proceedings, see ED639262.]