Pedagogy and Professional Development

Seven-Day Style Challenge: Implementing visual merchandising concepts with online learning to promote higher-order cognitive thinking

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Abstract

The rise of post-secondary hybrid learning environments poses a unique opportunity for visual-centric teaching and learning. In visual merchandising, student learning outcomes (SLOs) promote students’ higher-order, industry-specific strategic development through active engagement. Bloom’s Revised Taxonomy and the Experiential Learning Theory (ELT) informed the development of “The Seven Day Style Challenge,'' a virtual learning activity designed to enhance visual merchandising students’ academic and intellectual development through active engagement with course content outside of the classroom. Student submissions were creative, and imaginative, and demonstrated a mastery of course concepts. Students were invited to participate in an anonymous online survey where they evaluated the activity’s overall design and assessed their agreement with a series of learning outcome statements. The majority of responses indicated enhanced comprehension of visual merchandising concepts and applications. Further, invaluable student feedback and recommendations for improvements enable the continuous development of a synergistic active teaching and learning environment.

Keywords: Visual merchandising, Experiential learning, Creativity, Hybrid learning, Real-world applications, Student Learning Outcomes

How to Cite:

Murphy, C. & Wood, A. M., (2024) “Seven-Day Style Challenge: Implementing visual merchandising concepts with online learning to promote higher-order cognitive thinking”, International Textile and Apparel Association Annual Conference Proceedings 80(1). doi: https://doi.org/10.31274/itaa.17360