A Comparison of Demonstration and Tutorials in Photo Editing Instruction

Autor/in	Akbiyik, Cenk
Titel	A Comparison of Demonstration and Tutorials in Photo Editing Instruction
Quelle	In: Educational Technology & Society, 15 (2012) 3, S.298-309 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Educational Technology; Computer Science Education; Computer Literacy; Computer Graphics; Computer Software; Comparative Analysis; Predictor Variables; Teaching Methods; Instructional Effectiveness; College Instruction; Undergraduate Students; Academic Achievement; Achievement Tests; Editing; Photography; Demonstrations (Educational); Difficulty Level; Cognitive Processes; Time Factors (Learning); Recall (Psychology); Action Research; Turkey + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Computer science lessons; Informatikunterricht; Computerkenntnisse; Computergrafik; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Hochschullehre; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Redaktion; Textbearbeitung; Fotografie; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Abberufung; Projektforschung; Türkei
Abstract	Throughout this study, tutorial and demonstration methods in photo editing instruction were compared. The instruction method was the independent variable of the study while cognitive load, state anxiety level, student performance, student achievement, and task duration were dependent variables. The research was conducted with 62 undergraduate students. The students in the tutorial group fulfilled the tasks following tutorials. Those in the demonstration group were first given a demonstration, and then were asked to perform the tasks. Results indicated that students from the demonstration group showed significantly better task performance and had significantly lower state anxiety levels than did the students in the tutorial group. Both groups were found to be equal in regard to achievement test scores, recall test scores, and task duration. Students tended to feel more anxious during the more difficult tasks. Both cognitive load and state anxiety levels were found to have lengthening effects on task duration. Both methods have their own strengths and weaknesses. The most important point in both methods emerged as instructor support. (Contains 9 tables and 3 charts.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10