Effectiveness of blended learning in the first year of fashion education

Abstract

ABSTRACTFashion programmes have increased the use of e-learning and blended learning to enhance the levels of understanding of students on complex issues. The first year in higher education is important because it significantly affects future academic success and the completion rate of students. The effectiveness of blended learning for undergraduate students in their first year of study is explored by comparing the actual grades of students in a blended learning and in a traditional face-to-face classroom. Two first-year subjects, goal-setting and sewing, with blended learning activities are introduced. No significant difference exists in the actual grades of students who used the blended learning modules compared to the control group students. First-year fashion students are interested in blended learning with a positive uptake rate to enhance self-regulated learning. The diverse educational backgrounds of students and their prior learning experiences and needs must be considered to increase their engagement in online modules.