Historic

Artifacts Improve Learning in a Fashion History Course

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Abstract

The purpose of this study was to identify how students perceived their interaction with historic items of dress influenced their learning in a 20^th century fashion history course. Students in this study were enrolled in a 20^th century fashion history course at a university in the Midwest United States. At the end of the semester, students wrote a reflection focused on how their interaction with artifacts throughout the semester influenced their learning. Researchers received informed consent from 30 of 36 students enrolled to qualitatively analyze their reflection responses for the present study. Three themes emerged from student responses about their experience with artifacts: 1) positive influence on learning, 2) deeper understanding of course content, and 3) appreciation for artifact details. Student reflections supported the assertion that artifacts improve learning. Based on student feedback, the OBL assignment will continue to be a required assignment in the course.

How to Cite:

Banning, J. & Gam, H., (2018) “Artifacts Improve Learning in a Fashion History Course”, International Textile and Apparel Association Annual Conference Proceedings 75(1).