Effectiveness of blended learning in the first year of fashion education

Kit lun Yick, Joanne Yip, Sau chuen Au, Yuen yan Lai, Annie Yu

    Research output: Journal article publicationJournal articleAcademic researchpeer-review

    15 Citations (Scopus)


    Fashion 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.

    Original languageEnglish
    Pages (from-to)178-188
    Number of pages11
    JournalInternational Journal of Fashion Design, Technology and Education
    Issue number2
    Publication statusPublished - 4 May 2019


    • Blended learning
    • fashion
    • first-year study
    • undergraduates

    ASJC Scopus subject areas

    • Education
    • Visual Arts and Performing Arts
    • Industrial and Manufacturing Engineering


    Dive into the research topics of 'Effectiveness of blended learning in the first year of fashion education'. Together they form a unique fingerprint.

    Cite this