The Covid-19 epidemic, which emerged at the end of 2019 and affected almost the whole world in early 2020, has affected the entire sphere of life. As in every field, this effect has been reflected in education and consequently in architectural education. Face-to-face architectural education had to be done remotely online during the whole spring semester. Before the pandemic, there were distance education attempts at various stages in architectural education, but since architecture is an applied discipline, most of them could not be practiced widely. The distance education method, which could not be done completely in architectural education, had to be done in almost all schools with the pandemic. Considering that, distance education would take part in architectural education in the future, although not fully, it is assumed that effective use of distance education will contribute to architectural education. In this study, the distance education researches made in the field of architectural education, their experiences and the survey studies made due to the pandemic were examined. Then, a survey was conducted on the environment, communication and interaction of the course with the students at the end of the course by observing the Architectural Design III course, which was conducted with the emergency distance education method in the Architecture Department of the Faculty of Architecture at OMU. As a result of the observation, experience and questionnaire, important findings that can be used in distance education and face-to-face education were obtained. For example, students prefer a blended education model that combines both distance education and face-to-face education. In addition, students state that distance education negatively affects their interactions with the courses and their social relations. However, they express that they save time in distance education, that they feel more comfortable while making presentations, and that their command of computer-aided design programs has increased. Situations that students see negatively in distance education can be supported by new technologies such as virtual reality and augmented reality. But these innovations should not be considered as an alternative to face-to-face education in architecture, which is a one-to-one applied field. For this reason, it is thought that it would be appropriate to implement both a distance and faceto-face mixed education model in architecture studio education.