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Effects of text, audio/video, and st...

Brashears, Michel Todd.

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Effects of text, audio/video, and still images as asynchronous instructional delivery methods upon cognition and satisfaction of high school agricultural science students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of text, audio/video, and still images as asynchronous instructional delivery methods upon cognition and satisfaction of high school agricultural science students./
作者:	Brashears, Michel Todd.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0801.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Agricultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3124502
ISBN:	0496718088

Effects of text, audio/video, and still images as asynchronous instructional delivery methods upon cognition and satisfaction of high school agricultural science students.
Brashears, Michel Todd.

Effects of text, audio/video, and still images as asynchronous instructional delivery methods upon cognition and satisfaction of high school agricultural science students. - 145 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0801.

Thesis (Ed.D.)--Texas Tech University, 2004.

The development of electronic curriculum materials holds great promise and great rewards for educators and learners alike, but little research has been conducted to determine the effectiveness of incorporating multimedia components within a elec

ISBN: 0496718088Subjects--Topical Terms:

1022852
Education, Agricultural.

Effects of text, audio/video, and still images as asynchronous instructional delivery methods upon cognition and satisfaction of high school agricultural science students.
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520 $a The development of electronic curriculum materials holds great promise and great rewards for educators and learners alike, but little research has been conducted to determine the effectiveness of incorporating multimedia components within a elec
520 $a Curriculum materials were created and placed on CD-ROM for asynchronous delivery capability. Materials comprised a week-long unit of instruction on milk processing and were developed in three treatments. The first treatment consisted of text-onl
520 $a One hundred five high school agriculture science students participated in the study. Instrumentation used included a pretest/posttest for cognition, Group Embedded Figures Test (GEFT) for learning style, and a researcher developed satisfaction i
520 $a The researcher found that students scored significantly higher on the posttest when exposed to treatments containing an audio/video component, but significantly preferred treatment three (cue-summation) over treatment two (redundancy). It was al
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