Browsing by Subject "Teaching -- Aids and devices"
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Item A study on the influences of computer usage on idea formation in graphic design students(Texas Tech University, 2002-12) Yeoh, Kok CheowThis is a qualitative single-site case study and die purpose is to investigate the impact of computer technology on die design process of ideation in undergraduate graphic design students. The study was conducted by using a set of questionnaires responded to by sixty-eight undergraduate students from fourteen graphic design classes in a major university in Southwest United States. In fulfilling class assignments, there are many factors that influence the students' ideation process. Along the way, their designs are subject to an iterative process that acts to select and eliminate their designs. In using the computer to actualize their ideas, students translate their concepts, which are first interpreted in sketching. Their initial ideas are mostly done -with pencil and paper. By using a computer, they combine the sophistication of visual and manipulative capabilities to take their ideas to a different level. The computer plays a formative role in graphic design students' repertoire especially when it can affect the outcome of their final designs. An overwhelming 91% of all respondents in this study report that they discover something new while working on the computer. Their justifications are based on the fact that computer technology is facilitative and their dependencies are more or less in the ways of using the computer as tools of automation, accuracy, expediency, presentation, execution, and implementation. What is discovered is that they made unintentional discoveries when using the computer, which in turn evoke new responses and stimulate new thinking. It is more than a tool because it helps to make the respondents' minds work and it may therefore enhance their creativity. Relevant information from the fields of graphic design, design education, marketing, sociology, communication, and psychology are combined for this study. The phenomenon which emerges from this study alludes to the fact that computer technology inspires and develops new applications in its users. It is concluded in the study that the computer, as an "actual intelligence," is the means for augmenting human problem-solving. The secret to deriving solutions which assist human in problem-solving is to provide the right toolkit—the computer, which is designed to compliment human infallibilities.Item A study to determine teacher perceptions in relation to educational media(Texas Tech University, 1969-08) Lewis, Edward Eugene,Not availableItem An Analysis of Factors Affecting Choice Patterns Within Informal Teaching Groups(Texas Tech University, 1961-08) Dederick, Donald LNot Available.Item Evaluation of instructional materials designed for teaching consumer education to adults(Texas Tech University, 1970-08) Lester, Karen MorrisNot availableItem Online technical communication: pedagogy, instructional design, and student satisfaction in Internet-based distance education(Texas Tech University, 2000-08) Cargile Cook, KelliIn response to the growing popularity of internet-based instruction in technical and professional communication, this dissertation is the first study to offer a comprehensive examination of pedagogical designs for such instruction. To answer the study's primary research question—How should program directors and instructors design curricula and employ technologies to best deliver technical communication courses and their associated literacies online?—two different pedagogical designs (one presentational, the other interactive) are compared in the study. The presentational design is most similar to traditional paper-based correspondence courses: materials are provided online; students work independently and at their own pace; and student/teacher interactions are restricted to student-initiated questions and teacher feedback on assignments. The interactive design employs three additional communication features—a bulletin board, a chat room, and an internet-based collaborative writing application—in the course's technology mix. Through these technologies, students interact with the instructor on a regular basis, comparable to the interactions onsite students have with their writing instructors. From these two designs, data was gathered on the formative and summative assessment opportunities each design afforded, on student grades as a result of the opportunities, on student literacy demonstration and achievement, and, finally, on student satisfaction with each design. This data was then analyzed to determine which design was most effective. The results of this study did not definitively demonstrate that one design was superior to the other, although the interactive design did appear to promote increased literacy achievement. In fact, both designs seem to have their advantages, depending on the course's literacy goals, students' needs, and institutional constraints, such as class size and instructional load. Because neither pedagogical design in this study was clearly better than the other, the study suggests that a variety of effective designs are not only possible but desirable. Based on these findings, the study recommends an online instructional continuum ranging from presentational to interactive designs. Using this continuum as a starting point for planning a distance course, instructors can locate their own pedagogical and student needs and create an individualized design that best delivers instruction to satisfy these needs.