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Learning with Online Resources in a ...

Kopfman, Kimberly M.

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Learning with Online Resources in a Ninth Grade World History Class.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning with Online Resources in a Ninth Grade World History Class./
作者:	Kopfman, Kimberly M.
面頁冊數:	196 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3625095
ISBN:	9781303995309

Learning with Online Resources in a Ninth Grade World History Class.
Kopfman, Kimberly M.

Learning with Online Resources in a Ninth Grade World History Class. - 196 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2014.

This item must not be sold to any third party vendors.

Using digital technologies for academic learning has significant implications for students' comprehension and understanding in ways researchers have only recently begun to understand (Coiro, Knobel, Lankshear & Leu, 2008). Although it makes sense that exposing students to online resources and digital tools would facilitate student comprehension and understanding of academic content, we know little about how this occurs and/or the types of classroom contexts that facilitate this process, particularly at the high school level. Thus, this qualitative study sought to examine how ninth grade students worked through online lessons in their World History class and the factors that influenced how they worked through their lessons as well as the supports and barriers that were encountered. Data were collected from each of four students and their teacher through field observations, verbal protocols (Pressley & Hilden, 2004), and interviews over the duration of one six-week unit of instruction.

ISBN: 9781303995309Subjects--Topical Terms:

2122779
Secondary education.

Learning with Online Resources in a Ninth Grade World History Class.
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500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Elizabeth G. Sturtevant.
502 $a Thesis (Ph.D.)--George Mason University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Using digital technologies for academic learning has significant implications for students' comprehension and understanding in ways researchers have only recently begun to understand (Coiro, Knobel, Lankshear & Leu, 2008). Although it makes sense that exposing students to online resources and digital tools would facilitate student comprehension and understanding of academic content, we know little about how this occurs and/or the types of classroom contexts that facilitate this process, particularly at the high school level. Thus, this qualitative study sought to examine how ninth grade students worked through online lessons in their World History class and the factors that influenced how they worked through their lessons as well as the supports and barriers that were encountered. Data were collected from each of four students and their teacher through field observations, verbal protocols (Pressley & Hilden, 2004), and interviews over the duration of one six-week unit of instruction.
520 $a Situated within the social learning theory construct, Bandura's (1986) model of reciprocal interactions among personal, behavioral, and environmental factors served as the theoretical frame for the study. The study's findings indicate that personal characteristics such as Internet access at home, student motivation, and developmental needs of autonomy and choice were found to influence how students worked through their online lessons. Environmental factors such as the teacher's instructional practices, multiple digital resources and tools used within the class, and the teacher-student relationship were also found to influence students' behaviors as they worked through their lessons. The findings also indicate that environmental influences served as supports or barriers and were dependent upon the student's personal characteristics and competencies. Based on the findings of the study, recommendations for practice and policy are included in the final chapter of the study.
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