dc.contributor.author	Bailey, David E.	en_US
dc.coverage.spatial	Warner Robins, GA	en_US
dc.coverage.temporal	2004-2005	en_US
dc.date.accessioned	2009-09-11T13:57:18Z	en_US
dc.date.accessioned	2009-09-30T15:58:11Z	en_US
dc.date.accessioned	2011-03-02T17:29:12Z
dc.date.available	2009-09-11T13:57:18Z	en_US
dc.date.available	2009-09-30T15:58:11Z	en_US
dc.date.available	2011-03-02T17:29:12Z
dc.date.issued	2006-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/62	en_US
dc.description.abstract	The focus of my action research was the learning experiences of two groups of high school students as they went through the process of writing a literary research paper. One group was provided instruction through teacher-facilitated online tutorials and high access to computers throughout the project. The other group received more traditional instruction. I hoped to determine if there was a difference in student achievement based on the means of delivery of instruction and the immersive use of computers. The results of the study indicated that students in the intervention, while generating less text, scored an average of ten points higher on their final drafts. During the process of composing their rough drafts, the students in the intervention were three times less likely to be off task, and the responses of students and teacher were positive in regards to the increased use of computers and the new means of delivery of instruction.	en_US
dc.language.iso	en_US	en_US
dc.subject	Online tutorial	en_US
dc.subject	Traditional instruction	en_US
dc.subject	Online instruction	en_US
dc.title	Teaching Research Through Online, Teacher-Facilitated Instruction	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Smertzing, Lorraine	en_US
dc.description.committee	Webb, Jessica B.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US