Date of Award

5-2017

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Kenneth Vogler

Abstract

The purpose of this action research study was to describe one advanced placement (AP) high school literature unit and student-participants' perceptions of technological communication in that English Language Arts (ELA) unit. The site of the research was West-Oak High School in Westminster, South Carolina. Student-participants are accustomed to electronic communication. The participant-researcher designed and implemented a blended AP ELA curriculum unit for Shakespearean Drama to combine an online learning discussion with face-to-face discussions aimed at observing whether these students are able to improve their ability to construct defensible verbal and written arguments. Data collections included a series of observations and questionnaires strategically placed throughout the unit, after altering the means of communication, as well as a Teacher Research Journal, added to after each class meeting. The findings indicate that there is an observable difference in person-to-person communication while the OLC is actively in use. An Action Plan for ELA high school teachers to implement blended technology units includes Likert-type scaled surveys, interviews, and teacher-researcher observations.

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