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Comparison of digital images and compressed video as supplements in the teaching of floral design
dc.creator | MacAlpine, Christine L | |
dc.date.accessioned | 2012-06-07T15:47:30Z | |
dc.date.available | 2012-06-07T15:47:30Z | |
dc.date.created | 2002 | |
dc.date.issued | 2002 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/ETD-TAMU-2002-THESIS-M27 | |
dc.description | Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to digital@library.tamu.edu, referencing the URI of the item. | en |
dc.description | Includes bibliographical references (leaves 47-50). | en |
dc.description | Issued also on microfiche from Lange Micrographics. | en |
dc.description.abstract | A controlled study was performed to determine whether three methods of instruction resulted in similar student learning of floral design techniques. The traditionally taught introductory floral design lab was compared to two different Web-based methods. A Web site was created containing QuickTime video segments and a second site featured a sequence of digital images of floral design demonstrations. Each of the nine lab designs included information regarding history, usage, and floral materials needed. During the fall semester 2001, 35 Texas A&M University students were instructed by all three teaching methods in rotating groups. Learning was measured by the collection of a weekly design grade. Student learning style and preference surveys were conducted to gauge students' reaction to the different methods. Students in the traditional lab groups scored significantly higher than both video and digital image groups in design scores, and there was no significant difference between the video and digital image groups. Student grade point ratio appeared to have no correlation with increased design score, nor did the student's class rank, or lab section. In the student satisfaction survey students found the traditional lab the most enjoyable, followed by compressed video and then still image. When given a choice, 76.5% preferred traditional instruction. Learning floral design by still images caused the most frustration and anxiety when the three methods were compared. The majority of the class felt all three teaching methods provided an adequate learning experience and 80% would use the computer-assisted instruction as a supplement in a floral design lab. The results indicate that a single Web-based medium may not be an effective teaching method for a floral design lab. | en |
dc.format.medium | electronic | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en_US | |
dc.publisher | Texas A&M University | |
dc.rights | This thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries in 2008. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use. | en |
dc.subject | horticulture. | en |
dc.subject | Major horticulture. | en |
dc.title | Comparison of digital images and compressed video as supplements in the teaching of floral design | en |
dc.type | Thesis | en |
thesis.degree.discipline | horticulture | en |
thesis.degree.name | M.S. | en |
thesis.degree.level | Masters | en |
dc.type.genre | thesis | en |
dc.type.material | text | en |
dc.format.digitalOrigin | reformatted digital | en |
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