Date of Award

12-2013

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

George R. Bieger, Ph.D.

Second Advisor

Beatrice S. Fennimore, Ed.D.

Third Advisor

Anne Creany, D.Ed.

Abstract

This quantitative study explored if significant differences exist between how fifth-grade students produce a written response to a narrative prompt using online versus offline writing platforms. The cultural and social trend of instructional and assessment writing paradigms in education is shifting to online writing platforms (National Assessment Governing Board, 2011; National Writing Project, 2010). A mixed between-within subjects with repeated analysis of variance (ANOVA) and counter balance design was conducted to assess the effects of online versus offline writing platforms in the areas of topic/idea, convention, and gender. The Pennsylvania System of School Assessment Writing Rubric was used to rank students' written responses to a narrative prompt. The findings suggest that a significant difference in students' writing performance is positively affected when students' blog. Evidence suggests blogging encourages students' awareness of audience and social interaction. Further studies are needed in the area of online versus offline writing platforms with elementary children.

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