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Type of Document Dissertation Author Archibald, Thomas Nielsen URN etd-12142010-112933 Title The Effects 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 Degree Doctor of Philosophy Department Educational Psychology and Learning Systems, Department of Advisory Committee
Advisor Name Title Tristan Johnson Committee Chair Gershon Tenenbaum Committee Member Pamela Carroll Committee Member Lisa Waxman University Representative Keywords
- First Principles of Instruction
- Team-based Learning
- Student Performance
- Reading Comprehension
- Critical Thinking
- Metacognition
- Social Annotation
Date of Defense 2010-10-08 Availability unrestricted Abstract 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.Files
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