Student perceptions of asynchronous learning in an introductory online fashion course

IF 1.9 Q3 BUSINESS

International Journal of Fashion Design, Technology and Education Pub Date : 2022-09-19 DOI:10.1080/17543266.2022.2124313

Jaleesa Reed, Caroline Kopot, Katalin Medvedev

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引用次数: 3

Abstract

ABSTRACT Instructor and student perceptions of online courses vary due to different levels of experience and motivation. While students generally take online courses due to a preference for independent learning, instructors typically teach online courses when the content is appropriate for digital delivery. This study explored the perceptions of online learning from the student perspective in an online fashion merchandising course. To evaluate student success and perceptions, qualitative and quantitative data were collected from 2016 to 2020. Student responses to the end-of-course surveys revealed concerns regarding time management, communication, lecture format, and assignment types. Previous experiences in online courses and student learning preferences strongly influenced perceptions of the online fashion courses. Student grades also rose as course changes were implemented. Instructors can influence student success and perceptions in online courses through straightforward and frequent communication with students, transparency about time management expectations, and with regular updates to course content.

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学生对在线时尚入门课程异步学习的看法

教师和学生对在线课程的看法因经验和动机的不同而不同。学生们之所以选择在线课程，是因为他们更喜欢独立学习，而教师讲授在线课程的前提是课程内容适合数字化传播。本研究从学生的角度探讨在线时装销售课程的学习感受。为了评估学生的成功和认知，从2016年到2020年收集了定性和定量数据。学生对期末调查的反应显示了他们对时间管理、沟通、讲课形式和作业类型的关注。以往的在线课程经验和学生的学习偏好对在线时尚课程的认知有很大的影响。随着课程改革的实施，学生的成绩也有所提高。教师可以通过与学生直接和频繁的沟通，对时间管理期望的透明度，以及定期更新课程内容，影响学生在在线课程中的成功和看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Fashion Design, Technology and Education Arts and Humanities-Visual Arts and Performing Arts

CiteScore

3.10

自引率

0.00%

发文量