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Pedagogy and Professional Development

Students’ Perceptions of Retail and Merchandising Analysis Course Through Collaborative Problem-Based Learning and Digital Taxonomy

Authors
  • Caroline Kopot orcid logo (University of Missouri - Columbia)
  • Xun (Catherine) Sun orcid logo (University of Missouri)

Abstract

Guided by collaborative problem-based learning (CPBL) and Bloom's digital taxonomy, the study investigates the senior-level undergraduate students' perceptions of retail and merchandising analysis (RMA) course at a university. The study aims to understand what and how digital competency is integrated into the RMA course, how students perceive the RMA course, and what aspects of teaching could be improved. The case study method was used in providing an in-depth and contextualized comprehension of the course. A RMA course at a mid-west comprehensive university was selected, and multiple data were collected from the student evaluation and course materials from spring 2021 to fall 2023. Content analysis and thematic analysis were used for the study. The findings generate two main themes and seven sub-themes, revealing the importance of the role of teacher, collaborative and actively learning, as well as real-world problem-solving strategies. The study offers insights into RMA teaching practice and pedagogy literature. 

Keywords: retail and merchandising analysis, Bloom’s digital taxonomy, collaborative problem-based learning, case study, fashion curricula development

How to Cite:

Kopot, C. & Sun, X., (2025) “Students’ Perceptions of Retail and Merchandising Analysis Course Through Collaborative Problem-Based Learning and Digital Taxonomy”, International Textile and Apparel Association Annual Conference Proceedings 81(1). doi: https://doi.org/10.31274/itaa.18668

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Published on
2025-01-15

Peer Reviewed