This study analyses the geodesign workshop as a method for the online teaching of group work methods in the context of geoinformation systems (GIS) in planning and design. In order to assess the learning outcome, four workshops with international landscape architecture students at master level were conducted over a period of four years (2018-2021) and compared in a qualitative multiple-case study. In times of Covid-19 and the need for remote workshop methods, the geodesign workshops seem well suited for online learning and teaching. The results show that the learning goals were achieved, that new ideas were created and stakeholder expectations reflected and challenged. In individual cases, the lack of on-site knowledge led to mistakes though, and online group work had different group dynamics than in-person negotiations. Vocal and well-organised students seem to engage even more whereas quiet students more easily disengage, as seen in a bimodal distribution of participation grades in the online class. In conclusion, geodesign workshops may be recommended as an online method for teaching GIS and group work methods such as brainstorming, consensus building and stakeholder-role play but a hybrid format or new virtual field trip techniques are preferable when familiarizing students with the case study site. The teaching of group work methods as part of planning and design may be transferred from geodesign to teaching building information models, which is also an information-based digitally facilitated collaboration process.