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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorCornett, Johnnie Lynnen
dc.date.accessioned2018-03-19T16:25:41Z
dc.date.available2018-03-19T16:25:41Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/13650en
dc.description.abstractThis investigation utilized a blended learning environment with technologically enhanced curriculum via G Suite for Education, Schoology, and GradeSpeed to enhance classroom instruction and analyzed their effects on student communication and academic success. Students were provided individual accounts for G Suite and those accounts were enrolled in Schoology Learning Management System. These platforms allowed 103 students to discuss the class content with their peers, turn in assignments online, and have access to online textbooks, test preparation material, videos, and supplemental science information. In addition, students participated in technology enhanced and non-technology enhanced lessons to compare engagement behaviors and academic accomplishment in both settings. At the conclusion of the research, student academic performance improved with the blended learning environment.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshBlended learningen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshComputer-assisted instructionen
dc.subject.lcshFlipped classroomsen
dc.titleBlended learning in the science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Johnnie Lynn Cornetten
thesis.degree.committeemembersMembers, Graduate Committee: Kate Solberg; Jessica Anderson; C. John Graves.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage65en
mus.data.thumbpage39en


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