Abstract

The popularity of online courses in higher education has necessitated changes in course design. Some courses adapt easily to online formats while others present challenges. Design classes are particularly problematic for online delivery and require careful consideration. One approach is the application of an observation, reflection, and synthesis sequence-based pedagogy to the instruction of visual merchandising design. The experience shared used a method for involving students in a learning process for subject matter considered difficult to transition from face-to-face to online formats because of dependence on sensory experiences. It demonstrates the positive aspects of an observation-reflection-synthesis process in facilitating student learning of both practical and theoretical concepts. The prototype course is based upon a ten-year documented cycle of design-test-redesign. The results include positive evaluations of student learning opportunities, elucidation of curricular processes, and opportunities to extend applications to other content fields.