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 / A Dissertation submitted to the Department of Educational Psychology and Learning
Systems in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Degree Awarded: Fall Semester, 2010. / Date of Defense: December 10, 2010. / First Principles of Instruction, Team-based Learning, Student Performance, Reading Comprehension, Critical Thinking, Metacognition, Social Annotation / Includes bibliographical references.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_168354 |
| Contributors | Archibald, Thomas Nielsen (authoraut), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
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