Pedagogy and Professional Development

Improving Undergraduate Instruction in Technology classes in Fashion Merchandising

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Abstract

Even with advancements in technology, higher education institutions continue to face issues with student engagement and learning. Moreover, instructors are challenged with delivering course content within a limited period of time. This issue is particularly salient when teaching technology and computer aided design courses. These courses often produce issues related to speed of instruction, time of exposure to software, and limited availability for one-on-one instruction. Adaptive learning tools are technology-based, data-driven learning artifacts that interact with learners and vary presentation based upon that interaction (Murray & Perez, 2015). We believe that technology courses in the fashion and retail industry should address these issues through adaptive learning tools. This position paper explains and provides arguments to support our view using the cognitive load theory and the cognitive theory of multimedia learning.

How to Cite:

Johnson, O. & Bhardwaj, V., (2017) “Improving Undergraduate Instruction in Technology classes in Fashion Merchandising”, International Textile and Apparel Association Annual Conference Proceedings 74(1).