The objective of this study is to apply Computer-generated imagery for knowledge and skills in daily life. There are some Computer-generated imagery study on traditional education training; however, fewer professional image processing courses of Synchronous Learning Networking are carried out in practice. The feasibility of using lecture video or practice on line in teaching Computer-generated imagery concepts is important. How do teachers examine students¡¦ performance and make good use of Synchronous Learning Networking? In this study, we will propose the following dimensions to discuss: (1) the difference on Computer-generated imagery between Synchronous Learning Networking and traditional teaching (2) the difficulty on Computer-generated imagery when teaching and learning (3) how to make better performance on Computer-generated imagery under Synchronous Learning Networking.
Comparative Case Study is conducted at Tainan Training Center and LMS (Learning Management System) of K12 digital school for the adults who actively study Computer-generated imagery by the means of traditional learning and E-learning. We put Computer-generated imagery under traditional teaching and Synchronous Learning Networking, and we make questionnaires for examining the detailed factors regarding to the performance of Computer-generated imagery.The results indicates that lecture on Synchronous Learning Networking is something about practice on line, whiteboard, slides show, top desk share and homepage browse with office hours and paper work in replace of real discussion.
Sometimes teachers and students are meeting the information and interaction delay under Synchronous Learning Networking. Therefore, we are offering seven suggestions to get Computer-generated imagery under Synchronous Learning Networking improved: (1) Teachers suggest that the standard of hardware and Net environment is required. (2) Students should develop active attitude for learning under Synchronous Learning Networking. (3) Teachers should perform on line teaching and stream video is auxiliary. (4) Multiple material for the topic is available for students to choose and adjust their learning model. (5) Dividing into groups is not good for teaching and office hour or guest board is much better for discussion and interaction. (6) Teachers should create new Computer-generated imagery courses to inspire students¡¦ motivation. (7) Continued materials and platform for students to review and interact are required.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-1206108-150155 |
| Date | 06 December 2008 |
| Creators | Hsu, Jin-wen |
| Contributors | Chingning Wang, Hsiang Chen, Chun-ching Yang |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1206108-150155 |
| Rights | off_campus_withheld, Copyright information available at source archive |
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