ITAA - KSCT Joint Symposium

Collaborative Learning in Experiential Fashion Design Pedagogy 

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Abstract

This study investigates collaborative learning in an undergraduate fashion design masterclass focused on subtraction cutting, a technique involving fabric removal to generate multi-wearable garment forms (Roberts, personal communication, 2024). Twenty-four students participated in a two-day experiential workshop and completed a post-class online assessment. The purpose of the study was to identify key factors that influenced collaborative learning within the masterclass setting. Data were collected from student participants through an online assessment administered one week after the workshop’s conclusion. The study explored multiple dimensions influencing collaborative learning, including group composition and dynamics, task complexity and structure, instructional strategies, institutional support mechanisms, individual learner characteristics, social interaction patterns, feedback and assessment practices, and considerations of diversity and inclusivity.

Keywords: collaborative learning, experiential studio pedagogy, socio-constructivist design learning

How to Cite:

Uriyo, A., (2025) “Collaborative Learning in Experiential Fashion Design Pedagogy ”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.22009