東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Engaging the 21st century learner: A...

Beldarrain, Yoany.

FindBook

Google Book

Amazon

博客來

Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school./
作者:	Beldarrain, Yoany.
面頁冊數:	197 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2231.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3311390
ISBN:	9780549628934

Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school.
Beldarrain, Yoany.

Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school. - 197 p.

Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2231.

Thesis (Ph.D.)--Capella University, 2008.

Enrollments in K-12 online programs have experienced explosive growth as policymakers view online learning as a viable means to education. This rapid growth presents practitioners with challenges as well as opportunities to explore what constitutes best practices in K-12 online learning. This study explored the relationship between interaction type and academic achievement and interaction preference and academic achievement. This mixed methods study was conducted at Florida Virtual School, a recognized leader in K-12 online learning. The interaction patterns and frequencies of students enrolled in six sections of a Spanish I course were observed and analyzed. A web-based questionnaire, The Interaction Preferences Survey, allowed participants to self-report their interaction preferences. Linear regression analysis demonstrated positive and significant links between the frequency of learner-learner, learner-interface, and learner-content and the achievement of participants. Moreover, no links were found between interaction preferences and academic achievement. Qualitative data provided emergent themes for learner-learner and learner-instructor as well as learner-content interactions. The relationship between the different demographic variables and achievement was explored using crosstabs. The findings of this exploratory study directly support constructivist and social presence theoretical paradigms, augment current literature, and provide practical recommendations for instructional designers and educators in the field of K-12 online learning.

ISBN: 9780549628934Subjects--Topical Terms:

539262
Education, Secondary.

Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school.
LDR:02623nam 2200313 4500 001 1396891
005 20110701085352.5
008 130515s2008 ||||||||||||||||| ||eng d
020 $a 9780549628934
035 $a (UMI)AAI3311390
035 $a AAI3311390
040 $a UMI $c UMI
100 1 $a Beldarrain, Yoany. $3 1361525
245 1 0 $a Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2231.
500 $a Adviser: Rodney Sims.
502 $a Thesis (Ph.D.)--Capella University, 2008.
520 $a Enrollments in K-12 online programs have experienced explosive growth as policymakers view online learning as a viable means to education. This rapid growth presents practitioners with challenges as well as opportunities to explore what constitutes best practices in K-12 online learning. This study explored the relationship between interaction type and academic achievement and interaction preference and academic achievement. This mixed methods study was conducted at Florida Virtual School, a recognized leader in K-12 online learning. The interaction patterns and frequencies of students enrolled in six sections of a Spanish I course were observed and analyzed. A web-based questionnaire, The Interaction Preferences Survey, allowed participants to self-report their interaction preferences. Linear regression analysis demonstrated positive and significant links between the frequency of learner-learner, learner-interface, and learner-content and the achievement of participants. Moreover, no links were found between interaction preferences and academic achievement. Qualitative data provided emergent themes for learner-learner and learner-instructor as well as learner-content interactions. The relationship between the different demographic variables and achievement was explored using crosstabs. The findings of this exploratory study directly support constructivist and social presence theoretical paradigms, augment current literature, and provide practical recommendations for instructional designers and educators in the field of K-12 online learning.
590 $a School code: 1351.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0533
690 $a 0710
690 $a 0727
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 69-06A.
790 1 0 $a Sims, Rodney, $e advisor
790 1 0 $a Mills, Dennis $e committee member
790 1 0 $a Wilson, Bruce $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3311390