This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students' previous academic blog usage on student achievement within the study. Quantitative data were collected from students' pre-tests and unit tests scores and analyzed for statistical significance. Qualitative data were collected through teacher-generated notes during the blogs, individual interviews, and a follow-up focus group interview. The results of this study indicated that there was no overall significant difference in student achievement between the blogging and non-blogging groups. On the contrary , a significant interaction between the social studies subject area and the use of academic course blogs was found when examining student achievement. However, this practical interaction was revealed to be a weak one. Further findings indicated that there was no significant interaction between students' previous blog usage and academic achievement during the study. From the qualitative data, participating teachers perceived the course blogs to be potentially advantageous for students and themselves, yet expressed frustration when implementing the course blogs with their students. Instead, they endorsed the academic use of Facebook, a resource that some students from two participating courses separately utilized instead of (or in addition to) the course blogs during the study. Teachers further expressed concern about relinquishing their subject knowledge and AP expertise to readily available course content on the Internet. Implications and suggestions for future f or AP social studi / teachers' promising use of Facebook and for researchers investigating the use of socail media at the high school level. / by Seth Alper. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

An experiment was designed and conducted to determine how knowledge diversity and assigned task roles for members in an online virtual collaborative group affects task performance and individual learning, and to explore the role of explanations as a mediating variable in these effects. The effects of knowledge diversity and assigned roles were examined in a collaborative network design-problem solving task, along with two control conditions to compare with individual work with and without self-explanations. Results show that explanations in dyadic discourse improve individual learning, and that groups with knowledge diversity tend to use more explanations than groups with assigned task roles. The results suggest that knowledge diversity and explanations are both important factors in determining how much individual learning occurs and how well it transfers from collaborative activities to similar, novel tasks.

CD-ROM in pocket on back end paper. / Bibliography: leaves 240-270. / Systems requirements for accompanying CD-ROM: Macintosh or IBM compatible computer. Other requirements: Web Browser; Adobe Acrobat Reader; Microsoft Excel version 2.1 or higher. / ix, 270 leaves : ill. ; 30 cm. + 1 computer optical disc (4 3/4 in.) / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines the possible conflict between the increasing use of information and communication technology and a higher education which contributes to social and ecological sustainability. Presents the argument that information and communication technology might be unable to support the dialogical modes of learning necessary for a sustainable higher education. / Thesis (Ph.D.)--University of Adelaide, Dept. of Geographical and Environmental Studies, 2000

CD-ROM in pocket on back end paper. / Bibliography: leaves 240-270. / Systems requirements for accompanying CD-ROM: Macintosh or IBM compatible computer. Other requirements: Web Browser; Adobe Acrobat Reader; Microsoft Excel version 2.1 or higher. / ix, 270 leaves : ill. ; 30 cm. + 1 computer optical disc (4 3/4 in.) / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines the possible conflict between the increasing use of information and communication technology and a higher education which contributes to social and ecological sustainability. Presents the argument that information and communication technology might be unable to support the dialogical modes of learning necessary for a sustainable higher education. / Thesis (Ph.D.)--University of Adelaide, Dept. of Geographical and Environmental Studies, 2000