Relevant bibliographies by topics / Camtasia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Camtasia'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Camtasia"

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Schumacher, Gretchen, and Mary Ann Thurkettle. "Camtasia Studio." CIN: Computers, Informatics, Nursing 25, no. 3 (2007): 130–34. http://dx.doi.org/10.1097/01.ncn.0000270038.29788.f1.

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Sullivan, Brian. "Camtasia Studio 8." Charleston Advisor 16, no. 2 (2014): 19–21. http://dx.doi.org/10.5260/chara.16.2.19.

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Clark, John D., and Qinghua Kou. "Captivate and Camtasia." Journal of the Medical Library Association : JMLA 96, no. 1 (2008): 75–78. http://dx.doi.org/10.3163/1536-5050.96.1.75.

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Yates, Elizabeth. "Camtasia Studio Version 7.1." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 33, no. 3 (2014): 146. http://dx.doi.org/10.5596/c12-030.

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Cox, Christopher. "From Cameras to Camtasia." Internet Reference Services Quarterly 9, no. 3-4 (2004): 193–200. http://dx.doi.org/10.1300/j136v09n03_14.

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Panjaitan, Meylin Fransiska, Ahmad Sahat Pardamean, and Herlina Jasa Putri Harahap. "DIE ERSTELLUNG EINES LERNMEDIUMS MIT DER CAMTASIA STUDIO 8 SOFTWARE ZUM THEMA ,,ALLTAG” AUS DEM BUCH STUDIO D B1." STUDIA Jurnal Pendidikan Bahasa Jerman 7, no. 2 (2018): 126. http://dx.doi.org/10.24114/studia.v7i2.9272.

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AUSZUGMeylin Fransiska Panjaitan, Matrikelnummer, 2133132016, Die ErstellungeinesLernmediumsmit der Camtasia Studio 8 Softwarezum Thema ,,Alltag” aus dem Buch Studio d B1PädagogischerTitel (S1) Deutschprogramm, FakultätfürSprache und Kunst, Staatliche Universität von Medan.Das ZieldieserUntersuchung is es, um Lernmediumsmit der Camtasia Studio 8 Software zum Thema ,,Alltag” aus dem Buch Studio d B1 zuerstellen. In dieserUntersuchungwirdErstellungmethodeangewendet. Der Prozess der Erstellung der Lernmediumsmit der Camtasia Studio 8 Software zum Thema ,,Alltag” aus dem Buch Studio d B1 bestehtaus der Erklärung der Phasen von Theorie Ricky und Klein. Das Ergebnis der ErstellungeinesLernmediumsmit der Camtasia Studio 8 Software zum Thema ,,Alltag” aus dem Buch Studio d B1 sieht so aus.Das erstellteLernmediumbesteht aus 5 Videos.Dieses erstellteLernmediumkönntenbeimLernprozessan der Universitätbenutzen.Schlüsselwörter: Lernmedium, Alltag
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Aziz, Abdul. "PENGEMBANGAN QUANTUM LEARNING MELALUI UMMI BERBASIS SOFTWARE CAMTASIA STUDIO MATERI STRUKTUR ALJABAR DALAM PENINGKATAN NILAI PENDIDIKAN KARAKTER BANGSA." Jurnal Karya Pendidikan Matematika 5, no. 2 (2018): 107. http://dx.doi.org/10.26714/jkpm.5.2.2018.107-110.

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Learning Multimedia is a graphical software made through Camtasia Studio that has advantages in knowing the position (position) of an image from an algebraic equation or inequality, quadratic function, etc. The application of multimedia learning will be able to improve spatial quotient, which is spatial quotient is one of multiple intelligences that focuses more on the ability to analyze images or space and the subject matter Algebraic Structure is one of the material that prioritizes analyzing images or graphics. Based on the description above, in this study will use the Quantum Learning method based on Camtasia StudioThe purpose of this study is to produce learning devices as an implementation of the Camtasia Studio-based Quantum Learning method through research and development (Research and Development). The expected output of this study is a draft textbook Introduction to Algebraic Structure and Quantum Learning methods with Camtasia Studio.
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Carlson, Kathleen. "Tutorial: Delivering Information to Students 24/7 with Camtasia." Information Technology and Libraries 28, no. 3 (2009): 154. http://dx.doi.org/10.6017/ital.v28i3.3223.

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This article examines the selection process for and use of Camtasia Studio software, a screen video capture program created by TechSmith. The Camtasia Studio software allows the author to create streaming videos which gives students 24 hour access on any topics including how to order books through interlibrary loan.
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Muslim, Fachruddiansyah, and Riyo Riyadi. "BAHAN AJAR ELEKTRONIK BERBASIS CAMTASIA UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA." SOSIO-DIDAKTIKA: Social Science Education Journal 6, no. 2 (2020): 165–71. http://dx.doi.org/10.15408/sd.v6i2.14393.

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AbstractThis study aims to produce electronic teaching materials in macroeconomic theory courses. The methodology of this research is the development of a 4D model that includes defining, designing, developing, and disseminating completed through questionnaires and tests. To obtain data in the form of assessments from experts regarding the product being developed as well as responses from students on the use of the product. Data analysis used presentation techniques from experts and student responses and the results of tests conducted during field trials. The results showed that first, the electronic teaching materials on the Camtasia-based Macroeconomic Theory course developed with the 4D model can produce interesting and effective teaching materials, secondly, the instructional materials developed have a positive effect on improving student learning outcomes. From the results of this study, it is suggested that any course material development in the lecture process can develop Camtasia-based electronic teaching materials because they are easily accessed and developed with other products.Keywords: Camtasia-Based Electronic Teaching Materials, and Learning Outcomes. AbstrakPenelitian ini bertujuan untuk menghasilkan bahan ajar elektronik pada mata kuliah teori makro ekonomi. Metodologi penelitian ini berupa pengembangan model 4D (4 Dimensi) yang mencakup pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate) yang dilengkapi melalui kuesioner dan tes. Dalam rangka memperoleh data berupa penilaian dari para ahli mengenai produk yang dikembangkan serta respon dari mahasiswa atas penggunaan produk tersebut. Analisis data menggunakan teknik presentase dari para ahli dan respon siswa serta hasil tes yang dilakukan pada saat uji coba lapangan. Hasil penelitian menunjukkan bahwa pertama, bahan ajar elektronik pada mata kuliah Teori Ekonomi Makro berbasis camtasia yang dikembangkan dengan model 4D tersebut dapat menghasilkan bahan ajar yang menarik dan efektif, kedua bahan ajar yang dikembangkan memiliki efek positif dalam meningkatkan hasil belajar mahasiswa. Dari hasil penelitian ini disarankan agar setiap pengembangan bahan mata kuliah dalam proses perkuliahan dapat mengembangkan bahan ajar berbasis elektronik berbasis camtasia karena mudah diakses dan dikembangkan dengan produk yang lain.Kata Kunci: Bahan Ajar Elektronik Berbasis Camtasia, dan Hasil Belajar.
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Maidani, Dewi Mutia, Khairil Khairil, and Hafnati Rahmatan. "Penggunaan Media Camtasia Studio Berbantuan Handout untuk Meningkatkan Pemahaman Konsep Siswa pada Konsep Sistem Ekskresi di SMA Negeri 12 Banda Aceh." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 4, no. 1 (2017): 75. http://dx.doi.org/10.22373/biotik.v4i1.1073.

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Camtasia studio media assisted handout is one of the learning resource that can be used by student as a substitute for textbook. The aim of this study was to find out students’ concept mastery of those who were taught by using camtasia studio media assisted handout and those who were taught by using conventional learning in the concept of excretion system. This study used experimental research that was implemented in SMA N 12 Banda Aceh in academic year 2014/2015. The subject of this study was 40 students, they were 20 students of IX IPA-2 and 20 students of IX IPA-3. The sample of study was 40 students, 20 students were chosen as the experimental group and 20 students as the control one. The data of students learning outcomes were taken from pretest and postest results. The N-Gain data of students’ learning outcomes were analyzed by using independent simple test and Kolmogorov-Smirnov test. There were three results of this study namely: the understanding of concept students was differed significantly between the students that taught by using Camtasia studio media assisted handout and the students taught conventionally with the value p = 0.000 < 0.05. It can be concluded that there was a significant differences in students’ concepts mastery between those who used Camtasia studio media assisted handout as the source of learning and those who received conventional learning in the concept of excretion system.
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Dissertations / Theses on the topic "Camtasia"

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Kozlova, Tatjana, and Olga Tytarenko. "To buy and what to buy? : the study of consumer behaviour on the Internet." Thesis, Gotland University, Department of Business Administration, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-139.

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<p>The process that consumers go through while buying something is called consumer buying process and has been studied for a long time. Three stages of the Five-Stage Model (Kotler, 2006) provide a starting point for analysis in this paper and the reason of using this model is to make collected data more structured and easier for understanding. The purpose of this paper is to describe and analyze costumer buying process online.The method for data collection applied in this study is called “think-aloud” that means participants are verbalizing their screen activity and thoughts during the process of observation. The results of this research show that consumer buying process online is a complex process that is influenced by the amount and intensity of information received during the process as well as consumer knowledge and experience on the area of problem. The sequence of the stages proposed by the research model can vary depending on the preferences of consumer and readiness to make a decision.</p>
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Verity, Adrian. "A computer aided music therapy analysis system : CAMTAS." Thesis, University of York, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425732.

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Books on the topic "Camtasia"

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Camtasia studio 4: The definitive guide. Wordware Pub., 2007.

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Camtasia studio 6: The definitive guide. Wordware Pub., 2009.

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Camtasia Studio 7: The essentials: "skills and drills" learning. IconLogic, 2010.

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Mudahnya Camtasia. Penerbit Universiti Utara Malaysia, 2012.

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Yahya, Faridah Hanim, Hafiza Abas, and Zulikha Jamaludin. Mudahnya CAMTASIA. UUM Press, 2012. http://dx.doi.org/10.32890/9789670474373.

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Buku ini ialah buku teknik penghasilan klip video yang menarik menggunakan CAMTASIA Studio 7, menepati fenomena masyarakat masa kini yang menggunakan pelbagai gadget (seperti iPhone, iPad dan iPod) dalam kehidupan seharian. Tambahan pula, kecanggihan perkakasan serta perisian pada era digital menjadi pemangkin untuk penggunaan klip video secara meluas tanpa had masa dan lokasi.Klip video dihasilkan untuk pelbagai tujuan seperti hiburan, komersial dan pendidikan. Namun, aspek yang terpenting dalam penghasilan video yang baik ialah mesej yang ingin disampaikan.Kaedah dan panduan CAMTASIA ini disasarkan kepada pelbagai lapisan masyarakat dari peringkat pelajar sekolah hingga ke peringkat dewasa kerana penggunaannya yang mudah dan menarik.Semoga dengan berpandukan buku ini, pembaca dapat menghasilkan klip video yang kreatif dan menarik serta dapat menyampaikan mesej yang bertepatan dengan objektif.
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Camtasia Studio And Beyond. Mercury Learning & Information, 2012.

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Siegel, Kevin. TechSmith Camtasia 2018: The Essentials. IconLogic, Incorporated, 2018.

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Siegel, Kevin. TechSmith Camtasia Studio 8: The Essentials. IconLogic, Inc., 2013.

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Camtasia Studio 5: The Definitive Guide. Wordware Publishing, Inc., 2008.

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Camtasia Studio 3: The Definitive Guide (Wordware Applications Library). Wordware Publishing, Inc., 2006.

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Book chapters on the topic "Camtasia"

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Ploesser, Audrey Lampe. "Student Producers: OneNote, Camtasia Studio, and the Authentic Project." In Human–Computer Interaction Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31193-7_16.

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"Guidelines and procedures for creating tutorials in Camtasia." In Designing Effective Library Tutorials. Elsevier, 2012. http://dx.doi.org/10.1016/b978-1-84334-688-3.50022-6.

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Kozlova, Iryna. "Factors Affecting Learner Collaboration in 3D Virtual Worlds." In Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7286-2.ch002.

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This chapter explores factors affecting learner collaboration by observing the performance of eight English as a foreign language (EFL) learners collaborating on tasks in a 3D virtual world (3D VW) over a period of six weeks. Students used an audio channel to interact with their peers and a text-based channel to make notes on a collaboration board. Their performance was recorded using Camtasia Relay, a screen-capture software, and then transcribed. Data analysis revealed that students' collaboration skills improved over time. The factors that facilitated collaboration included (1) learners and instructors' familiarity with 3D VWs, (2) learners' familiarity with the format of the learning activity, (3) learners' experience with the spontaneous use of the second language (L2), and (4) instructors' use of pedagogical techniques that facilitated collaboration. These results suggest that for students to benefit from collaborative learning, both learners and instructors need to be prepared for this type of instruction.
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Silva, Mary Lourdes. "Commenting with Camtasia: A Descriptive Study of the Affordances and Constraints of Peer-ToPeer Screencast Feedback." In Research on Writing: Multiple Perspectives. The WAC Clearinghouse; CREM, 2017. http://dx.doi.org/10.37514/int-b.2017.0919.2.18.

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Okojie, Mabel C. P. O. "Designing and Delivering Web-Based Instruction to Adult Learners in Higher Education." In Web Design and Development. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch025.

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The essence of this chapter is to discuss theories and practices including approaches that instructional designers consider when designing Web-based instruction for adult learners. The importance of the chapter is to discuss best practice activities and theories as well as technologies that enable adult online learners to be involved in the design of their Web-based instruction. This represents recognition that adults have accumulated a repertoire of knowledge and experiences that inevitably will enrich the course materials. The theories discussed in this chapter are constructivism and connectivism; these theories improve adult involvement and help them to establish learning networks for exchanges of ideas using cultural artifacts and various interactive and video technologies. These technologies include Adobe Connect, Camtasia, Articulate Storyline, SoftChalk, Prezi, Google.docs, and Google Hangout. The idea is to provide rich virtual learning environments to help adult learners explore learning and connect with each other without inhibition. The traditional method of instruction, which is teacher-centered, is considered inadequate for the present digital age with its rapid knowledge transformation. The roles of technology leaders within the institutional leadership and factors that may impact negatively on Web-based instruction for adults are also considered.
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Okojie, Mabel C. P. O. "Designing and Delivering Web-Based Instruction to Adult Learners in Higher Education." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch008.

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The essence of this chapter is to discuss theories and practices including approaches that instructional designers consider when designing Web-based instruction for adult learners. The importance of the chapter is to discuss best practice activities and theories as well as technologies that enable adult online learners to be involved in the design of their Web-based instruction. This represents recognition that adults have accumulated a repertoire of knowledge and experiences that inevitably will enrich the course materials. The theories discussed in this chapter are constructivism and connectivism; these theories improve adult involvement and help them to establish learning networks for exchanges of ideas using cultural artifacts and various interactive and video technologies. These technologies include Adobe Connect, Camtasia, Articulate Storyline, SoftChalk, Prezi, Google.docs, and Google Hangout. The idea is to provide rich virtual learning environments to help adult learners explore learning and connect with each other without inhibition. The traditional method of instruction, which is teacher-centered, is considered inadequate for the present digital age with its rapid knowledge transformation. The roles of technology leaders within the institutional leadership and factors that may impact negatively on Web-based instruction for adults are also considered.
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Okojie, Mabel C. P. O. "Designing and Delivering Web-Based Instruction to Adult Learners in Higher Education." In Cross-Cultural Online Learning in Higher Education and Corporate Training. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5023-7.ch001.

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The essence of this chapter is to discuss theories and practices including approaches that instructional designers consider when designing Web-based instruction for adult learners. The importance of the chapter is to discuss best practice activities and theories as well as technologies that enable adult online learners to be involved in the design of their Web-based instruction. This represents recognition that adults have accumulated a repertoire of knowledge and experiences that inevitably will enrich the course materials. The theories discussed in this chapter are constructivism and connectivism; these theories improve adult involvement and help them to establish learning networks for exchanges of ideas using cultural artifacts and various interactive and video technologies. These technologies include Adobe Connect, Camtasia, Articulate Storyline, SoftChalk, Prezi, Google.docs, and Google Hangout. The idea is to provide rich virtual learning environments to help adult learners explore learning and connect with each other without inhibition. The traditional method of instruction, which is teacher-centered, is considered inadequate for the present digital age with its rapid knowledge transformation. The roles of technology leaders within the institutional leadership and factors that may impact negatively on Web-based instruction for adults are also considered.
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McAnuff-Gumbs, Michelle. "Using Educational Technology to Guide Literacy Teaching Candidates in the Delivery of Adjusted Practices for Speakers of Urban AAVE." In Technology Use and Research Approaches for Community Education and Professional Development. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2955-4.ch014.

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The chapter discusses ways in which educational technology facilitated a strengthening of literacy leadership candidates’ awareness of adjusted practices suitable for application in culturally complex classrooms. It shows how the instructor in a specific course was able to infuse critical content and tasks into what would have otherwise been a generic course in literacy theories and instruction, and ensure that candidates were trained in customizing literacy practices for culturally and linguistically diverse students. Multiple online readings, lecture captures using Camtasia, WIKIs, blogs, and Elluminate virtual classroom sessions allowed for an enrichment of course content and for communication of content in powerful ways. Additionally, the tools facilitated engagement of candidates in guided reflection and case-based problem solving that facilitated a transfer of information on adjusted practices to a specific situation. Through the use of tools, the instructor was also able to monitor candidates’ uptake of practices. The difference in quality and level of candidate exposure, given use of the tools, is demonstrated primarily through content analysis of their online postings. The chapter and the research it describes qualifies as what Robleyer (2005) refers to as research “address[ing] a significant educational problem” while spotlighting “a proposed technology solution” (p. 19).
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Conference papers on the topic "Camtasia"

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Putra, Arda Purnama, Mohammad Zainuddin, Iqlima Pratiwi, and Muh Arafik. "Development of Flipped Classroom-Based Tutorials Video Using Camtasia." In 2020 6th International Conference on Education and Technology (ICET). IEEE, 2020. http://dx.doi.org/10.1109/icet51153.2020.9276565.

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Laelasari, Laelasari, Riskha Arfiyanti, Mira Nuryanti, Sri Adi Widodo, and Tri Astuti Arigiyati. "Camtasia Studio Learning Video For Mathematical Literature Levels Students." In International Conference of Social Science. ACM, 2019. http://dx.doi.org/10.4108/eai.21-9-2018.2281180.

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Ge, Zigang. "The Application of Camtasia Studio in the Development of English Online Courseware." In 2014 International Conference on Intelligent Environments (IE). IEEE, 2014. http://dx.doi.org/10.1109/ie.2014.74.

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Wang, Yan. "Technical Practice of Making Online Workplace Etiquette Courses Based on Camtasia Studio." In 2020 International Conference on Big Data, Artificial Intelligence and Internet of Things Engineering (ICBAIE). IEEE, 2020. http://dx.doi.org/10.1109/icbaie49996.2020.00102.

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Wahyuni, Luh Gede Eka, and Ade Asih Susiari Tantri. "English Learning Media for EFL Elementary Learners: A Development of Camtasia-Based Digital Video." In Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200115.034.

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Linch, Graciele, Rafaela Bennett, Cíntia da Costa, and Michelle Eifler Machado. "Vídeo tutoriais: Caso de uso do software Camtasia como ferramenta de ensino na enfermagem." In I Encontro Internacional do Processo de Enfermagem: raciocínio clínico e a era digital. Galoa, 2017. http://dx.doi.org/10.17648/enipe-2017-60353.

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Manteufel, Randall D. "Experiences From Screencasting Engineering Mechanics Lectures." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13213.

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Screencasting is the simultaneous recording of a computer screen, audio narration, and possibly a video image included in a small portion of the screen. Instructors are beginning to screencast their lectures as an additional learning resource for students. Once produced, the files can be uploaded to an internet accessible site and reviewed by students. The author uses the Camtasia software running on a TabletPC, using Microsoft Journal. The software runs in the background on the Tablet during the lecture. After the lecture, the software can be used to edit the files and produce the lecture in a variety of internet-ready formats. The files can be uploaded into a course management system and linked for student access. This paper discusses the mechanics of screencasting, feedback from students, and an assessment of the effect on student performance.
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Moslehpour, Saeid, James Smith, and Claudio Campana. "Interactive Video Professor." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42269.

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The goal of this project is to introduce the importance of multimedia instructions in the classroom. By having multimedia instructions, students will be able to have a well rounded and enhanced learning experience. This is demonstrated by use on video accompaniment. The result of this project was to produce videos of each individual subject and highlight the main pints of each topic and detail from a student’s point of view. This is beneficial to the student with learning problems in the classroom setting. These videos are packaged on an easy user interface designed with Camtasia 4.0 menu maker application software and are very user friendly. The videos are designed so that one will see the instructor interact with the Microsoft PowerPoint slideshow presentation and verbalize to the viewing public the important facts of each topic. Digital Electronics with VHDL text book authored by William Kleitz has been the main focus of this technique.
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Duan, Shanzhong Shawn, and Kurt Bassett. "Utilization of Instructional Technology for Development of Web-Based Mechanical Engineering Courses." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63598.

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Though face to face class interaction is still a dominant-teaching approach in most higher education institutes, online teaching has become increasingly popular with the development of internet technology [1,3]. The authors have used instructional technology and computer software to develop web-based lectures in a mechanical engineering program for online delivery at their institution. This paper highlights how computer software Camtasia Studio and Windows Journal have been integrated with a Gateway tablet PC, a webcam and wireless speaking receiver device to produce web-based lectures for online delivery. The paper intends to share experiences, myths, and lessons that the authors have learned during production of audio and video online course materials. Integration of instructional technology with computer software has made online course preparation and production much more effective and efficient. The paper also summarizes the steps taken by the authors to accomplish this instructional project from start to finish. It includes integration of instructional technology, pedagogical concepts, development of audio and video materials, difficulties faced and how they were handled, software used, and existing issues for the future work.
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Freeman, Robert A. "Asynchronous Learning of Math and Engineering Software Within the Context of a Course in Mechanisms." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57666.

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The use of interactive, web-based instructional technologies in conjunction with a course in Mechanisms for student learning of math and engineering software is described. The idea is to accomplish both the teaching of the course content and student learning of math and engineering software without taking class time to “teach” the software. The guiding principle is initially to introduce the student one step at a time through only the parts of the software necessary to solve the specific problem at hand, be it a lecture concept/learning objective or a homework assignment. Then, after the student has developed a certain familiarity with the software, they can more readily use the software’s own more encyclopedic assistive materials to address new and more comprehensive tasks. The approach taken incorporates the use of “screen capture with audio” tutorial movies, along with a variety of interactive materials including; lecture summaries, homework assignments and solutions, sample exams and exam solutions, and projects. Liberal use is also made of the software packages’ own assistive materials. The software “learned” includes MathSoft’s Mathcad and MSC’s Working Model 2D, with TechSmith’s Camtasia used to create the “screen capture with audio” tutorials. A cross-linked taxonomy of the course content and software features learned is given along with examples demonstrating the delivery and instructional techniques used.
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