dc.contributor.author	Miller, Tammy	en_US
dc.coverage.spatial	Lowndes County, Georgia	en_US
dc.coverage.temporal	2003-2005	en_US
dc.date.accessioned	2009-09-23T18:24:59Z	en_US
dc.date.accessioned	2009-09-30T15:58:30Z	en_US
dc.date.accessioned	2011-03-02T17:28:55Z
dc.date.available	2009-09-23T18:24:59Z	en_US
dc.date.available	2009-09-30T15:58:30Z	en_US
dc.date.available	2011-03-02T17:28:55Z
dc.date.issued	2005-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/141	en_US
dc.description.abstract	The purpose of the research was to examine the similarities and differences in the learning experiences of learning-disabled students and normal-achieving students as they interacted with a multimedia lesson created in PowerPoint. The interactive multimedia lesson was titled "Choosing the Best Reference Source" and focused on the purpose of a dictionary, encyclopedia, almanac, and atlas. Eight fourth grade regular education students and eight fourth grade special education students were selected to participate in the action research study. This qualitative study included direct observation, student survey, student interview, and focus group interviews. After completing the interactive multimedia lesson, each student completed a survey and was individually interviewed. A focus group of the regular education students and of the special education students was formed to encourage discussions and ideas that students might not have expressed individually. Findings suggest students, regardless of the type of learner, find information presented in a multimedia environment appealing and motivating. However, survey results and comments made during focus groups confirmed the special education students liked the multimedia in the lesson more than the regular education students.	en_US
dc.language.iso	en_US	en_US
dc.subject	Multimedia lesson	en_US
dc.subject	Learning-disabled students	en_US
dc.subject	Normal-achieving students	en_US
dc.subject	PowerPoint	en_US
dc.title	Using Multimedia Instruction: A Comparison of Normal-Achieving Students and Learning-Disabled Students	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Brovey, Andrew J.	en_US
dc.description.committee	Hinkle, Verilette	en_US
dc.description.committee	Schmertzing, Lorraine C.	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US