E-Learning and Literacy: An Investigation into the Impact of Actively Learn to Raise Reading Comprehension Levels of High School Students
| dc.contributor.author | Jeffries, Fiona Grace Carter | |
| dc.contributor.supervisor | Paul Gardner | en_US |
| dc.contributor.supervisor | Sender Dovchin | en_US |
| dc.date.accessioned | 2021-07-01T06:57:12Z | |
| dc.date.available | 2021-07-01T06:57:12Z | |
| dc.date.issued | 2020 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/84228 | |
| dc.description.abstract |
Fiona Jeffries’ research investigated the effect of the online platform Actively Learn in the development of reading comprehension skills of high school students. The study provided a model that synthesised student agency and autonomy, connectedness, and the centrality of the teacher’s role in the expansion of metacognitive skills to support reading comprehension. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | E-Learning and Literacy: An Investigation into the Impact of Actively Learn to Raise Reading Comprehension Levels of High School Students | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | DrEd | en_US |
| curtin.department | School of Education | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |
| curtin.contributor.orcid | Jeffries, Fiona Grace Carter [0000-0003-2191-9270] | en_US |