Comparison of Curricular Choices in Textiles Course Based on Self-reported Student Learning Styles

E-ISSN： 2327-9133|19|3|145-156

ISSN： 2327-7963

Source： The International Journal of Pedagogy and Curriculum, Vol.19, Iss.3, 2013-01, pp. : 145-156

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Abstract

Backward design begins with focusing on learning outcomes, then selecting experiences that promote understanding and interest (Wiggins amp; McTighe 2000). By regularly assessing the effectiveness of the design process, stronger ties between course objectives and student learning experiences can be established. Approximately sixty students enrolled in an entry-level course were asked to reflect on their self-reported learning styles in the context of the course content in pre- and post-testing. This research served to provide important assessment and reflection towards course construction, as it relates to providing an active and engaging learning environment for students.