| 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. |
| Authors |
Jennifer Harmon   , Solaiman Bin Ali , Imranul Islam
|
| Journal Info |
International Textile and Apparel Association | International Textile and Apparel Association Annual Conference Proceedings
|
| Publication Date |
1/17/2025 |
| ISSN |
|
Type |
article |
| Open Access |
closed
|
| DOI |
https://doi.org/10.31274/itaa.18650 |
| Keywords |
Science learning (Score: 0.4726148) , Textile (Score: 0.4573921)
|
