Creating an active learning environment that aligns to a fashion student's career interests and goals

The purpose of the curriculum design project was to see if an active learning environment with Web 2.0 technologies that contextualizes transmissive and factual knowledge would enable an entry level fashion student to make sense of their course of study and influence their academic, technical and business knowledge. A computer-based introductory learning module on the four segments of the fashion industry was developed. The learning module was assessed by peer evaluators on its effectiveness as an instructional strategy to enhance student learning at an early stage in a program of study. The intent of the qualitative study was to expand on the existing literature on active learning and fashion students. This paper discusses the curriculum project parts and the subsequent evaluative study of an active learning environment for first year fashion students with emerging technologies. Results showed that peer evaluators perceived active learning in a digital learning environment to be an effective instructional strategy to enhance student learning.