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Perceptions of Online Courses - Itaa 2015 - Oral Presentation
Perceptions of Online Courses - Itaa 2015 - Oral Presentation
Perceptions of Online Courses - Itaa 2015 - Oral Presentation
perceptions of online
clothing and textile courses
Genna Reeves-DeArmond,
Kansas State University
Jennifer Mower,
Central Michigan University
Keith Nishida,
Woodbury University
ITAA Conference
2015
Introduction
Limited studies have been
conducted in recent years
about the practices and
assignments in online
clothing and textile (CT)
courses.
E.g., Baytar & Karpova,
2014; Sanders, Zhang,
McKinney, Lee, &
Bennett, 2014.
However, online courses
are becoming increasingly
common in our discipline.
Method
Recruitment: Via ITAA listserv, CT-focused social media
sites, and three junior and senior-level CT courses at
one Northwest university.
Online Survey: Quantitative and qualitative questions.
Sample Groups: CT students and faculty.
Data Analysis: Descriptive statistics, development of
coding guide and constant comparison method.
Description of Sample
163 students and 99 faculty members completed the
survey.
Academic Position:
Students: Majority were junior/senior standing
(60.3%).
Faculty: Majority were in an assistant or associate
professor position (58.3%).
Mean Age:
Students: 23.8 years (18-47 years old).
Faculty: 57 years (30-67 years old).
Positive Aspects of
Taking Online Courses
Convenience (80.0%)
Offering solutions to a
variety of situations (e.g.,
scheduling conflicts)
(16.9%)
Flexibility (16.9%)
Accommodation of learning
styles (12.3%)
Aids learning and
comprehension (4.6%)
Convenience (39.1%)
Flexibility (30.4%)
Variety of opportunities and
venues for interaction (21.7%)
Enables access to education
(17.4%)
Very structured course content
and format (13.0%)
Negative Aspects of
Taking Online Courses
Lack of/difficulty with
instructor and other student
interaction (50.0%)
Difficulty maintaining
motivation and engagement
(30.3%)
Less convenient than in-class
courses (19.6%)
Different course organization
and assignments that are
disliked (19.6%)
Discussion
Similarity in student and faculty responses: Convenience and
flexibility are two of the top positive aspects.
Variation in student and faculty responses: Most noticeable in the
positive aspects of online courses.
Important to further understanding these varying perspectives to
ensure quality learning experiences.
Students learn differently today than they did in the past.
Faculty reported difficulty gauging student comprehension and
students reported unclear components and explanations as
negative aspects.
Suggests there needs to be a pedagogical dialogue among
faculty regarding how to present online learning material with
clarity and precision.
Recommendations
Recommendation: Ongoing
discussions within ITAA about online
teaching and learning. For example,
through interactive discussion
session for this specific purpose at
every annual conference, as
suggested by Ha-Brookshire and
LaBat (2015).
Examples:
Ian Mull, Seung-Eun Lee, Erica Palentyn:
Using Online Social Games as a Teaching Tool
for Visual Merchandising. (2012).
Joan Ellis: Using Audience Response Systems
in Merchandising Mathematics. (2012).
References
Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United
States. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.
Baytar, F. & Karpova, E. (2014). Student Perceptions of the Use of Different Content Delivery Types in a
Hybrid Computer-Aided Design Course. Paper presented at the meeting of the International Textile
and Apparel Association, Charlotte.
Ellis, J. (2012). Are they getting it? Using audience response systems in merchandising mathematics.
Paper presented at the meeting of the International Textile and Apparel Association, Honolulu.
Ha-Brookshire, J., & LaBat, K. (2015). Closing thoughts: Action items recommended to ITAA. In J. HaBrookshire & K. LaBat (Eds.), Envisioning textile and apparel research and education for the 21st
century. Knoxville, TN: International Textile and Apparel Association.
Mull, I., Lee, S., & Palentyn, E. (2012). Using Online Social Games as a Teaching Tool for Visual
Merchandising. Paper presented at the meeting of the International Textile and Apparel Association,
Honolulu.
Sanders, E., Zhang, P., McKinney, E., Lee, Y., & Bennett, S. (2014). Insights from an Industry Advisory
Board about Online Education for Practitioners. Paper presented at the meeting of the International
Textile and Apparel Association, Charlotte.