Pedagogy and Professional Development

“I Like These Exercises; They Break up the Hard Readings into a Simpler Form of Learning”: Student Outcomes from Experiential Learning Exercises for Online Introductory Textile Science Courses

Authors: Jennifer Harmon (University of Wyoming) , Solaiman Bin Ali , MD Imranul Islam (University of Wyoming)

Abstract

In this study, the impact of Experiential Learning Exercises (ELEs) was examined for effects on student learning and learning experience in a junior-level textile science course taught online and on campus between 2021 and 2023. ELEs, such as yarn spinning and fabric dyeing, were implemented in groups of 4 and 7 exercises across six course sections. Results revealed that online courses with ELEs demonstrated improved student learning and engagement compared to those without. Critically, a higher number of ELEs (7 versus 4) produced greater learning gains and enhanced experiences, as measured by learning assessments and DELES scores. Student reflections highlighted the benefits of hands-on exercises in deepening understanding, though some exercises presented challenges to students. The findings suggest ELEs are vital for addressing the limitations of online learning in complex disciplines, like textile science. Future research should expand the sample size and incorporate additional exercises or designs to refine these insights.

Keywords: Experiential Learning, Textile Science, Learning Outcomes, Online Learning

How to Cite: Harmon, J. , Ali, S. B. & Islam, M. (2025) ““I Like These Exercises; They Break up the Hard Readings into a Simpler Form of Learning”: Student Outcomes from Experiential Learning Exercises for Online Introductory Textile Science Courses”, International Textile and Apparel Association Annual Conference Proceedings. 81(1). doi: https://doi.org/10.31274/itaa.18650