ABSTRACT In 2010, the Superintendent of Prestige School District (a pseudonym) implemented online learning programs that would cater to student learning while increasing achievement. With the adoption of computer-based programs into Prestige School District System, curriculum specialists wanted to align programs to the Common Core State Standards initiated by the Department of Education. Through gathering quantitative and qualitative data on behalf of various stakeholders within Prestige School District, the goal of this study was to uncover the key elements of online learning programs that can be improved to enhance student achievement. Results provide a foundation for positive learning initiatives that will create continued growth and improvements to multi-tier classroom settings. In creating effective change for continued improvement of online learning systems, new policies and procedures will be developed for the betterment of academic growth and student success.
","abstract_html":"<p>ABSTRACT In 2010, the Superintendent of Prestige School District (a pseudonym) implemented online learning programs that would cater to student learning while increasing achievement. With the adoption of computer-based programs into Prestige School District System, curriculum specialists wanted to align programs to the Common Core State Standards initiated by the Department of Education. Through gathering quantitative and qualitative data on behalf of various stakeholders within Prestige School District, the goal of this study was to uncover the key elements of online learning programs that can be improved to enhance student achievement. Results provide a foundation for positive learning initiatives that will create continued growth and improvements to multi-tier classroom settings. In creating effective change for continued improvement of online learning systems, new policies and procedures will be developed for the betterment of academic growth and student success.</p>","abstract_has_math":false,"creators":["JACKSON, HASANI"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Dale Moxley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-06-01T07:00:00Z","date_published":"2020-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Adult and Continuing Education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Educational Methods","Educational Technology","Higher Education and Teaching","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/491","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Dale Moxley"]},{"key":"dc:creator","label":"Author","values":["JACKSON, HASANI"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult and Continuing Education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Educational Methods","Educational Technology","Higher Education and Teaching","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/491"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT In 2010, the Superintendent of Prestige School District (a pseudonym) implemented online learning programs that would cater to student learning while increasing achievement. With the adoption of computer-based programs into Prestige School District System, curriculum specialists wanted to align programs to the Common Core State Standards initiated by the Department of Education. Through gathering quantitative and qualitative data on behalf of various stakeholders within Prestige School District, the goal of this study was to uncover the key elements of online learning programs that can be improved to enhance student achievement. Results provide a foundation for positive learning initiatives that will create continued growth and improvements to multi-tier classroom settings. In creating effective change for continued improvement of online learning systems, new policies and procedures will be developed for the betterment of academic growth and student success.
"]},{"key":"dc:title","label":"Title","values":["Computer-Based Learning: Effects on Student Learning and Interpretation of Curriculum"]}]}],"canonical_facts":{"dc:contributor":["Dr. Dale Moxley"],"dc:creator":["JACKSON, HASANI"],"dc:date.available":["2020-07-30T07:00:00Z"],"dc:description.abstract":["ABSTRACT In 2010, the Superintendent of Prestige School District (a pseudonym) implemented online learning programs that would cater to student learning while increasing achievement. With the adoption of computer-based programs into Prestige School District System, curriculum specialists wanted to align programs to the Common Core State Standards initiated by the Department of Education. Through gathering quantitative and qualitative data on behalf of various stakeholders within Prestige School District, the goal of this study was to uncover the key elements of online learning programs that can be improved to enhance student achievement. Results provide a foundation for positive learning initiatives that will create continued growth and improvements to multi-tier classroom settings. In creating effective change for continued improvement of online learning systems, new policies and procedures will be developed for the betterment of academic growth and student success.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/491"],"dc:subject":["Adult and Continuing Education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Educational Methods","Educational Technology","Higher Education and Teaching","Secondary Education and Teaching"],"dc:title":["Computer-Based Learning: Effects on Student Learning and Interpretation of Curriculum"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}