Examination of issues affecting the teaching and learning of large cohorts within practical-based subjects

Power, Jess

doi:10.1080/17543261003736010

Cited by 7 publications

(9 citation statements)

References 12 publications

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“…See Table . Questions were developed based on previous studies which identified students’ learning experiences and reactions when new teaching strategies were implemented (Park et al., ; Power, ). This also allowed researchers to evaluate the degree to which collaborative instruction increased student learning throughout the five AD stages.…”

Section: Methodsmentioning

confidence: 99%

“…One suggested assessment was to collect feedback from students (Butler et al, 2005;Zuo & MaloneBeach, 2010). Previous studies have also conducted pretest and posttests to evaluate their new materials or approaches (Hodges et al, 2011) and the studies have collected student-generated responses regarding new teaching practices (Gam & Banning, 2011;Power, 2010).…”

Section: Instrumentmentioning

confidence: 99%

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A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

Gam

Banning

2012

Family & Consum Sci Res J

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Historic dress is often used by apparel designers as a source of inspiration for new designs. However, using historic information as a source of inspiration in designing has been taught separately in apparel design (AD) and fashion history (FH) courses. To help students expand their creativity in AD, two university instructors decided to collaborate on a project linking historic dress and AD. The instructors prepared and presented teaching materials and assessed related projects for the required courses in Apparel Design and Fashion History. To assess students’ learning and satisfaction, the instructors developed prequestionnaires and postquestionnaires based on Lamb and Kallal () Functional, Expressive and Aesthetic (FEA) Apparel Design Framework. Responses to the prequestionnaire showed that students lacked awareness and information about using historic dress as inspiration. Responses from the postquestionnaires revealed that students looked at historic garment details, colors, and silhouettes and interpreted them in a modern way. Students said that additional benefits were that the exposure to historic dress increased their creativity, helped them understand FH, and helped them connect their course work in Fashion History and Apparel Design.

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Section: Methodsmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

Gam

Banning

2012

Family & Consum Sci Res J

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“…The main study was conducted over a period of three consecutive years (2009-2010, 2010-2011, 2011-2012) whilst employed at Manchester Metropolitan University. The curriculum development is well documented in previous publications (Power, 2010a;Power 2012a) and is based around the principle of producing industry-ready graduates possessing the necessary employability and technical skills. The unit of study was an advanced product development unit and the learning objective was to synthesize, critically analyse and evaluate novel, emerging and new technologies in relation to a specific end product.…”

Section: The Studymentioning

confidence: 99%

An Exploration into Technology Enhanced Learning for Large Cohorts of Apparel Students

Power

2014

Research Journal of Textile and Apparel

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In attempting to balance student satisfaction, individual expectations and the need to produce industry-ready graduates, with the increase in student numbers, a new strategy for teaching and learning was explored within the advanced apparel curriculum. An active learning strategy (enquiry-based learning) using an operational framework was developed and implemented which incorporated blending learning strategies, including the use of an e-forum. This study investigated the effect of e-forums in relation to enhanced student learning and increased student satisfaction within a large cohort of apparel students. Through a combination of content analysis, student satisfaction surveys and tutor reflective practice, overwhelming evidence was found to support the hypothesis that e-forums and continuous e-feedback embedded into units designed for large cohorts of apparel students significantly increased student satisfaction. The findings from this study illustrated that e-forums, with the opportunity for continuous feedback, enhanced learning and engagement, improved team communication, and developed the life skills required for apparel-industry-ready practitioners/graduates. Further to this embedding, an e-forum was found to increase tutor awareness and be an effective mechanism for identifying bottlenecks within the curriculum design and delivery.

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“…It will thus be interesting to explore how active learning approaches can be effectively and efficiently implemented in a large-size fashion and textiles supply chain management class. Prior research by Power [6] can provide valuable reference.…”

Section: Fashion Textiles Departments Usually Have Quite a Large Intakementioning

confidence: 99%

Active Learning in Fashion and Textiles Supply Chain Management

Choi¹

2012

J Textile Sci Eng

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Examination of issues affecting the teaching and learning of large cohorts within practical-based subjects

Cited by 7 publications

References 12 publications

A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

An Exploration into Technology Enhanced Learning for Large Cohorts of Apparel Students

Active Learning in Fashion and Textiles Supply Chain Management

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