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

The effect of the integration of soc...

Archibald, Thomas Nielsen.

FindBook

Google Book

Amazon

博客來

The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills./
作者:	Archibald, Thomas Nielsen.
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458687
ISBN:	9781124676753

The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills.
Archibald, Thomas Nielsen.

The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills. - 162 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ph.D.)--The Florida State University, 2010.

Many freshmen students enter colleges and universities without the essential academic skills needed to be successful. Colleges and universities are seeking instructional interventions to address these needs. This study explored the effect of the Social Annotation Modeling- Learning System (SAM-LS) (three instructional interventions including social annotation technology, Merrill's (2002) First Principles of Instruction, and team-based learning) on students' acquisition of reading comprehension, critical thinking, and meta-cognitive skills. RM ANOVA revealed multiple statistically significant (p<.05) effects showing both positive and negative changes in mean scores. Results showed that students most likely experienced extraneous cognitive load which decreased their initial performance during the instructional activities. However, where select interventions had negative initial effects on student performance, these same interventions showed positive delayed effects on students' performance. The results of the study suggest future directions for research.

ISBN: 9781124676753Subjects--Topical Terms:

1669073
Education, Instructional Design.

The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills.
LDR:02128nam 2200301 4500 001 1406048
005 20111213102419.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124676753
035 $a (UMI)AAI3458687
035 $a AAI3458687
040 $a UMI $c UMI
100 1 $a Archibald, Thomas Nielsen. $3 1685480
245 1 4 $a The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills.
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: Tristan Johnson.
502 $a Thesis (Ph.D.)--The Florida State University, 2010.
520 $a Many freshmen students enter colleges and universities without the essential academic skills needed to be successful. Colleges and universities are seeking instructional interventions to address these needs. This study explored the effect of the Social Annotation Modeling- Learning System (SAM-LS) (three instructional interventions including social annotation technology, Merrill's (2002) First Principles of Instruction, and team-based learning) on students' acquisition of reading comprehension, critical thinking, and meta-cognitive skills. RM ANOVA revealed multiple statistically significant (p<.05) effects showing both positive and negative changes in mean scores. Results showed that students most likely experienced extraneous cognitive load which decreased their initial performance during the instructional activities. However, where select interventions had negative initial effects on student performance, these same interventions showed positive delayed effects on students' performance. The results of the study suggest future directions for research.
590 $a School code: 0071.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Higher. $3 543175
690 $a 0447
690 $a 0525
690 $a 0710
690 $a 0745
710 2 $a The Florida State University. $3 1017727
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Johnson, Tristan, $e advisor
790 $a 0071
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458687