Abstract:

Relevance:
Clothing designers’ training requires a large amount of theoretical knowledge on the costume history, prototyping methods and procedures for working with mannequins. There is not enough time for the students’ creative work to design clothes by themselves. Traditional teaching prevails in Russian universities: the teacher gives theoretical material in class and students do assignments. Learning Management Systems (LMS) for self-education are hardly used. Using flipped learning (FL) gives the opportunity for designers to perform creative practical tasks in interaction with each other in class after self-work in LMS. So, combination of LMS and FL is relevant for clothing designers’ training.

Objectives:
The main goal is to show the results of using FL together with LMS Moodle in designers’ training. Objectives are: to substantiate the effects of using LMS and FL; to present the materials and instructions for students’ self-work in Moodle and to develop methodology of designers’ training on the principles of FL; to evaluate students’ statistics in Moodle and students’ attitudes towards FL.

Methodology:
Theoretical research was carried out by analysis, synthesis and generalization of scientific knowledge. Empirical research included observation, evaluation and processing of results. The research was carried out in groups of students studying the "Prototyping of complex shapes of clothes" course in the 6th and 7th semesters. Students were taught in a traditional way in the 6th semester. FL was implemented and self-education in LMS was organized in the 7th semester. Observation on students’ work in Moodle and on their creative work in the classroom was carried out.

Two types of evaluation were made:
(1) statistics of students work in Moodle in the 6th and 7th semesters (numbers of entries in system, texts downloads, clicks on links) were obtained;
(2) students' attitude to FL was assessed. In the latter case the questionnaire with dichotomous questions were used.

Results:
The effects of using FL and students' self-work in LMS according to scientific publications were generalized. A list of materials and instructions for students’ self-work in Moodle is presented, the methodology of designers’ training on the principles of FL, the roles of a teacher and students, the order of creative and cooperative work in class are described.
LMS Moodle statistics data before and after FL implementation are shown. In the 6th semester (before FL): only 23% of all students enter LMS and 12% download the text materials. So, Moodle wasn’t useful when the teacher gave theory in class. But in the 7th semester (during FL) 100% of students entered Moodle; 72% - downloaded the text materials; 89% - clicked audio / video files links.
The students’ survey results were calculated. The highest percentage of “Yes” answers was received to the following variants of the question “The new form of education helps to develop…”: self-sufficiency - 69%; creativity - 81%; self-education ability - 74%; communicativeness - 52%, responsibility – 45%.
Thus, the practicability of the conversion from traditional form of clothing designers’ training to flipped learning along with the self-education in Moodle has been theoretically and empirically substantiated.

Keywords:

flipped learning, Learning Management System, designers’ training, self-work, creativity, methodology of training, survey results.