Stimulating learning about textiles with fast fashion in urban and rural settings

Abstract

It is important for students who plan to work in the fashion industry to understand fast-fashion and its implications. A constructivist approach to teaching where an instructor starts with students' experiences has been useful to teach fashion subjects. The purposes of this paper were to: 1) present and assess a teaching activity guided by constructivist theory where students were required to analyze quality of a garment made pre and another made post fast fashion, and 2) compare and contrast knowledge of fast fashion and quality among students given their rural versus urban experiences. Two textiles classes in rural (n = 37) and urban (n = 32) regions of the United States completed the fast fashion activity. Results from the assessment surveys suggested the activity provided "first hand" experiences with apparel quality and fast fashion. Furthermore, rural and urban students differed in perceptions and understanding of fast fashion. ARTICLE HISTORY

Design and Development of SECI and Moodle Online Learning Systems to Enhance Thinking and Innovation Skills for Higher Education Learners

“…Based on the constructivist theory [46][47][48][49], students should be the center of learning. Online learning systems can develop skills in several ways through creating a proper learning environment without time-and-place constraints, providing continuous information resources, and supporting learning by evaluation.…”

Textiles Literacy: Implementing Inquiry-Based Learning in a Basic Textiles Class

“…The pedagogical strategies used in this class could be applied to other courses within the fashion curriculum that require visual and tactile understanding in addition to reading comprehension (e.g., fashion illustration). Many fashion scholars have examined PBL in the fashion classroom (Carpenter & Fairhurst, 2005; Farr et al, 2005; Gam & Banning, 2011; Lahti, 2012; Saiki and Adomaitis, 2017); however, IBL as a pedagogical strategy can help students apply their knowledge in a variety of ways and is not restricted to problem-based assignments (Marks, 2017; McKinney, 2014). IBL could provide similar guidance for alternative course designs regarding textiles literacy including field work, case studies, applied research, and role playing (Aditomo et al, 2013; McKinney, 2014).…”

“…Establishing interrater reliability, which assesses the consistency in applying codes among multiple raters, can help reduce bias in qualitative data analysis (Hruschka et al, 2004; Marques & McCall, 2005). For exploratory and qualitative studies, researchers recommend the proportion or percentage method for calculating interrater reliability: interrater reliability = (number of agreements)/(number of agreements + disagreements) × 100 (Campbell et al, 2013; Decuir-Gunby et al, 2011; Marques & McCall, 2005; Saiki & Adomaitis, 2017).…”

“…Through the process of IBL, students learn how to investigate, explore, question, debate, reason, imagine, tinker, experiment, hypothesize, brainstorm, prototype, create, evaluate, and present (Marks, 2017). IBL, like PBL, incorporates constructivist theory, which requires students to reflect on their experiences throughout their inquiry process (Pedaste et al, 2015; Rehmat & Hartley, 2020; Saiki and Adomaitis, 2017).…”

Apparel and Textiles Education: A Case for Rural-Urban Interface

“…The purpose of this study was to explore the understanding of these social learning and interaction concepts in AT curriculum (Saiki & Adomaitis, 2014) among students in different regions of the United States. The main research questions were: (1) Will students from two regions (rural and urban) have different definitions of (a) fast fashion and (b) apparel quality?…”