dc.contributor.author	Martin, Cathy L.	en_US
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2009-09-14T17:48:41Z	en_US
dc.date.accessioned	2009-09-30T15:58:28Z	en_US
dc.date.accessioned	2011-03-02T17:29:22Z
dc.date.available	2009-09-14T17:48:41Z	en_US
dc.date.available	2009-09-30T15:58:28Z	en_US
dc.date.available	2011-03-02T17:29:22Z
dc.date.issued	2005-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/89	en_US
dc.description.abstract	This action research study examined the outcomes of self-guided print instruction with increased teacher facilitation on adults' learning experiences at a technical college in southeast Georgia. Typically, computer courses at the technical college were presented with self-guided print instruction only. The intervention for this study was increased teacher facilitation with self-guided print instruction, which involved an instructor who provided student feedback to assignments and guidance through the learning process with lecture, multimedia resources, and handouts. The study was conducted with 37 adult learners, who were enrolled in one of two introductory computer classes, one during the day and the other at night. The courses, which focused on the use of Microsoft Excel, were presented during a 3-week period. As evidenced from post-intervention data, students' attitudes and experiences toward self-guided print instruction with teacher facilitation were positive. Teachers' attitudes and experiences toward self-guided print instruction with teacher facilitation were also positive. This qualitative and quantitative study included student surveys, interviews, journals, and observation along with teacher surveys and teacher journal. As evidenced from post-intervention data, students' attitudes and experiences toward self-guided print instruction with teacher facilitation were positive but not necessarily with all classes nor with all subject matter being learned. Teachers' attitudes and experiences toward selfguided print instruction with teacher facilitation were positive. The results of the study were communicated to the learning community through a faculty meeting using a PowerPoint presentation. The learning community was faculty members who use self-guided print instruction as the mode of instruction.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Print Instruction Course	en_US
dc.subject	Increased Facilitation	en_US
dc.subject	Adults' Learning Experiences	en_US
dc.subject.lcsh	Adult learning	en_US
dc.subject.lcsh	Educational technology	en_US
dc.title	The Experiences of Teachers and Students Involved in a Self-Guided Print Instruction Course with Increased Teacher Facilitation: An Action Research Study	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Parker-Hinkle, Verilette	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US