Students’ Perceptions of Retail and Merchandising Analysis (RMA) Course Through Collaborative Problem-Based Learning (CPBL) and Digital Taxonomy
Abstract
Retail and Merchandising Analysis (RMA) course is an advanced course from retail math, which is considered as the key applied course in the Fashion Merchandising and Apparel undergraduate curriculum (Kopot & Reed, 2019; Flynn & Sandberg, 1993). We utilize collaborative problem-based learning (CPBL) as the main theory and Bloom’s digital taxonomy (Churches, 2007) as the complementary framework to address 3 RQs. We used the case study method to provide an in-depth and contextualized comprehension of the course (Yin, 2014) and content analysis and thematic analysis methods via deductive, and inductive (to generate findings) coding schemes by using MAXQDA. Data collected from the class spanned 3 years, The findings of the study support the importance of CPBL in cultivating higher-order digital competencies and enhancing students’ learning experiences. In addition, this study provides insight into how educators can adapt teaching pedagogy to align with CPBL, focusing on facilitating student-centered learning experiences.
Keywords: fashion retail and merchandising analysis, collaborative problem-based learning, Bloom’s digital taxonomy, course development
How to Cite:
Kopot, C. & Xun, S., (2025) “Students’ Perceptions of Retail and Merchandising Analysis (RMA) Course Through Collaborative Problem-Based Learning (CPBL) and Digital Taxonomy ”, International Textile and Apparel Association Annual Conference Proceedings 81(1). doi: https://doi.org/10.31274/itaa.18860
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