Comparison of Curricular Choices in Textiles Course Based on Self-reported Student Learning Styles

By Kathryn Eason.

Published by The International Journal of Pedagogy and Curriculum

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Article: Print $US10.00
Article: Electronic $US5.00

Backward design begins with focusing on learning outcomes, then selecting experiences that promote understanding and interest (Wiggins & McTighe 2000). By regularly assessing the effectiveness of the design process, stronger ties between course objectives and student learning experiences can be established. Approximately sixty students enrolled in an entry-level course were asked to reflect on their self-reported learning styles in the context of the course content in pre- and post-testing. This research served to provide important assessment and reflection towards course construction, as it relates to providing an active and engaging learning environment for students.

Keywords: Learning Styles, Assessment, Student Choice, Engagement

International Journal of Pedagogy and Curriculum, Volume 19, Issue 3, pp.145-156. Article: Print (Spiral Bound). Article: Electronic (PDF File; 307.259KB).

Dr. Kathryn Eason

Assistant Professor, Division of Design & Merchandising, West Virginia University, Morgantown, West Virginia, USA

Kathryn Eason is an assistant professor in the Department of Fashion Design & Merchandising at West Virginia University. Her research interests include the pedagogy of dress, specifically focusing on undergraduate research as a tool for developing professional skills in students. Other areas of interest include identity development through the dress process and include a wide range of topical areas from the negotiation of identity development in Massively Multiplayer Online Role Playing Games (MMORPGs) to the role of dress intermediaries in the identity development process.