Spatial visualization can be considered as an individual's ability to manipulate an object. Spatial ability, which is also defined as a measure of intelligence in the literature, seems to have a direct relationship with success in many different subject areas (mathematics, physics, engineering, etc.). A frequently used way to develop this ability is 3D design activities. In 3D study environments, design activities can be carried out face-to-face as well as simultaneously or asynchronously through distance learning. The aim of this study is to examine the status of the process related to 3D design activities carried out remotely simultaneously and to determine whether these activities have an impact on the spatial visualization skills of undergraduate students. The 8-week study was carried out with 3D design activities conducted simultaneously through the learning management system with 21 students at the undergraduate level with a descriptive case study pattern. PSV (Purdue Spatial Visualization Test) and focus group interviews were used as data collection tools. According to the findings of the study, the spatial visualization scores of the students showed a significant difference after the activity compared to the pre-activity. Interview data show that students do not have difficulty instead of technical problems in their online education and they have a different perspective on spatial thinking. The findings have been concluded by discussing with the literature and various suggestions have been made for future research.