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Comparison of digital images and compressed video as supplements in the teaching of floral design
xiii, 97 leaves : illustrations ; 28 cm. + 2 CD ROMs.
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.
Issued also on microfiche from Lange Micrographics.
Includes bibliographical references (leaves 47-50).