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Title: A Case Study Evaluation of Quality Standards and Online Faculty Development.
Creator: O'Brien, Erin, Gunter, Glenda, Hartshorne, Richard, Thompson, Kelvin, Vitale, Thomas, Haggerty, Dorothy, University of Central Florida
Abstract / Description: This dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate...
Show moreThis dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate stage of development, support, training and quality assurance measures for their sizes, online populations and for the length of time they have been involved in online learning. Findings revealed that both institutions had a quality assurance process in place that is appropriate to their location, population and faculty. There is much to be learned by examining the two different credentialing and quality assurance approaches to online teaching and learning that these two different institutions employ for anyone interested in improving their institutions' processes.
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Date Issued: 2015
Identifier: CFE0005855, ucf:50919
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005855

Title: A RELATIONSHIP STUDY OF STUDENT SATISFACTION WITH LEARNING ONLINE AND COGNITIVE LOAD.
Creator: Bradford, George, Dziuban, Charles, University of Central Florida
Abstract / Description: This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., ÃÂ"learningÃÂ") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the...
Show moreThis study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., Ã‚Â"learningÃ‚Â") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the literature to find directions to fulfill the goal of this study. A survey was conducted and 1,401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p < .01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Components Analysis that suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Multiple opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made.
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Date Issued: 2010
Identifier: CFE0003164, ucf:48599
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003164

Title: Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives.
Creator: Serianni, Barbara, Dieker, Lisa, Marino, Matthew, Vasquez, Eleazar, Basham, James, University of Central Florida
Abstract / Description: Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often...
Show moreStudents with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby (&) Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, (&) Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.
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Date Issued: 2014
Identifier: CFE0005415, ucf:50435
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005415

Title: THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE.
Creator: Smith, Jo, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to...
Show moreThe purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students' attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers' intent to continue using oTPD for future professional development needs.
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Date Issued: 2006
Identifier: CFE0001455, ucf:47064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001455

Title: A RELATIONAL DIFFUSION NETWORK STUDY OF SYNCHRONOUS AND ASYNCHRONOUS INTERNET-BASED FACULTY'S PERSONAL NETWORK EXPOSURE MODELS RELATED TO DISCUSSIONS ABOUT TEACHING ONLINE.
Creator: Pick, Dorothy, Orwig, Gary, University of Central Florida
Abstract / Description: For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the...
Show moreFor many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.
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Date Issued: 2006
Identifier: CFE0000967, ucf:46712
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000967

Title: A STUDY OF MILLENIAL STUDENTS AND THEIR REACTIVE BEHAVIOR PATTERNS IN THE ONLINE ENVIRONMENT.
Creator: Yonekura, Francisca, Dziuban, Charles, University of Central Florida
Abstract / Description: The goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online...
Show moreThe goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online learning. A profile depicting online millennial students based on the demographic data and their overall satisfaction levels with online learning is provided. For a holistic understanding, the study included an inquiry into measures of independence between overall satisfaction with online learning, reactive behavior patterns and traits among participating millennials, and an account of what millennial students are saying about quality, preferences, and aversions in their online learning experience. Overall, the great majority, especially aggressive dependent and compulsive millennial students were satisfied with their online learning experience. Also, more female millennial students were satisfied with their experience compared to male millennial students. The role of the instructor, course design, and learning matters were the themes most frequently mentioned by millennial students when asked about the quality of online learning. Overwhelmingly, convenience, time management, flexibility, and pace were the aspects these millennial students liked most about their online encounter. On the contrary, lack of interaction, instructor's role, course design, and technology matters were the most frequent themes regarding millennials' dislikes about their online learning experience. Finally, the study includes recommendations for future research.
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Date Issued: 2006
Identifier: CFE0000968, ucf:46710
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000968

Title: EXTENDING THE TECHNOLOGY ACCEPTANCE MODEL USING PERCEIVED USER RESOURCES IN HIGHER EDUCATION WEB-BASED ONLINE LEARNING COURSES.
Creator: KU, CHENG-HSIN, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this research was to examine students' acceptance of the World Wide Web Course Tools (WebCT) online learning system. The Perceived Resources and Technology Acceptance Model (PRATAM) was created based on previous research to address the factors of perceived resources, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention to use and actual system use. The aim for this research was to investigate the critical determinants and provide the...
Show moreThe purpose of this research was to examine students' acceptance of the World Wide Web Course Tools (WebCT) online learning system. The Perceived Resources and Technology Acceptance Model (PRATAM) was created based on previous research to address the factors of perceived resources, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention to use and actual system use. The aim for this research was to investigate the critical determinants and provide the causal relationships regarding students' acceptance behaviors when using WebCT. While institutions are expecting to adopt online learning to reach more students, there are still many challenges for institutions to retain students in their online courses. The literature review conducted in this research indicated that the Technology Acceptance Model (TAM) has successfully explained students' behaviors when they use educational information systems. In addition, the additional perceived resources variable in the PRATAM also showed a significant influence on the other belief and intention variables. The study analyzed a total of 115 students responses in two surveys administered during two WebCT based courses taught at a large southeastern public university. The beliefs, attitudes, intentions, and behavioral constructs of PRATAM showed significant goodness-of-fit indices and coefficient of determination after analyzing the data in both surveys. However, the results indicated several exceptions on PRATAM's constructs and causal relationships. First, the path coefficient between perceived resources to behavioral intention to use in both pre-test and post-test were insignificant. Second, the path coefficient between behavioral intention to use and actual system use in pre-test was insignificant. Third, the path coefficient between perceived resources and perceived usefulness in post-test were insignificant. In addition, the research also suggested an additional link between perceived ease of use and behavioral intention to use at the pre-test data. Overall, this research validated the influences of PRATAM's constructs factors to students' acceptance behaviors toward WebCT. The findings of this research could provide a guideline for future implementations of online learning systems in higher education.
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Date Issued: 2009
Identifier: CFE0002635, ucf:48233
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002635

Title: INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES.
Creator: Pawling, Kimberly, Wienke, Wilfred, University of Central Florida
Abstract / Description: Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to...
Show moreBecause many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question oneÃ‚Â's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjectsÃ‚Â' UDL Knowledge pre to posttest scores did not significantly change. When each content areaÃ‚Â's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
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Date Issued: 2010
Identifier: CFE0003246, ucf:48544
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003246

Title: A formative evaluation of a technology-mediated alternative to traditional study abroad.
Creator: Howard, Wendy, Gunter, Glenda, Ramirez, Bernardo, Vitale, Thomas, Moskal, Patsy, University of Central Florida
Abstract / Description: Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their...
Show morePurpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006).Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention.Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment (&) cost), access, faculty satisfaction, and student satisfaction.Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research.
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Date Issued: 2015
Identifier: CFE0005808, ucf:50041
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005808

Title: The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Creator: Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
Abstract / Description: The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
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Date Issued: 2017
Identifier: CFE0006861, ucf:51754
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006861

Title: Evaluating Pedagogical Methods that Influence Homework Assignment Completion.
Creator: Sawyer, Kirk, Hartshorne, Richard, Bush, Sarah, Boote, David, Ortiz, Enrique, University of Central Florida
Abstract / Description: College students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their...
Show moreCollege students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their homework assignments, such strategies have historically been unsuccessful for the course used in this study. The researcher designed two pedagogical interventions, along with a survey instrument, to measure the impact of the interventions on completion rates and student attitudes toward homework, using a combination of inferential and descriptive statistics. Ideally, the findings of this study would be generalizable to subsequent offerings of the course used in this study, as well as other courses taught by the investigator, and potentially other faculty at the college. Although both interventions did not produce statistically significant results on impacting student homework completion rates, or improve student attitudes toward homework, the results of the study did indicate a positive correlation between student self-assessed knowledge gains attributed to the course and its homework. One intervention did improve homework completion rates, but the results only marginally improved final course grades, which does not fully align with prior research studies. In addition, this study provided the researcher an opportunity to study their own practice and the importance of homework and its effectiveness for student learning.
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Date Issued: 2019
Identifier: CFE0007858, ucf:52764
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007858

Title: An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class.
Creator: Rath, Victoria, Gunter, Glenda, Boote, David, Holt, Larry, Hornik, Steven, University of Central Florida
Abstract / Description: The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep...
Show moreThe purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson (&) Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online.Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence.When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
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Date Issued: 2012
Identifier: CFE0004638, ucf:49890
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004638

Title: Fanfiction Reviews and Academic Literacy: Potential Impacts and Implications.
Creator: Weiler, Regina, Katt, James, Musambira, George, Butler, John, University of Central Florida
Abstract / Description: This study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links...
Show moreThis study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links to the fanfiction community and culture. The aspects explored are the technical writing skills and techniques demonstrated in fanfiction reviews, the influence of the nontraditional online learning environment, the rhetorical strategies that reviewers use to give feedback, the significant categories of things that reviewers comment on, and the value of skills taught peer-to-peer in this manner. The results of my research suggest that peer review in a relaxed, non-academic context leads to improved confidence and skill among a wide demographic range. This thesis proposes that fanfiction writing, reading, and reviewing supports learning. The evidence suggests that it be incorporated where applicable in formal classroom learning to supplement traditional understandings of grammar, syntax, tone, and the use of universal tropes.
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Date Issued: 2019
Identifier: CFE0007553, ucf:52603
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007553

Title: (&)nbsp;Bridging the Gap between ESOL and Native English Speakers in a Digital Collaborative Classroom.
Creator: Samuels, Shalander, Hopp, Carolyn, Pratt Marrett, Caroline, Nutta, Joyce, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that...
Show moreThe purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that would meet the pedagogical needs of ESOL students and teachers who teach them. A pilot study was completed that included teachers both ESOL-endorsed and those who were not to determine their needs in terms of professional development that would lead to increased achievement among ESOL students. The study focused on digital schools within one school district. A qualitative research approach was used because it was found to be rigorous, reliable and valid (Morse, Barrett, Mayan, Olson (&) Spiers (2002). Results of the pilot study were intended to inform teachers and school administrators about how to ultimately improve ESOL student performance. The data used in the pilot study were drawn from focus groups as well as information retrieved from reflective teacher and student tools. The conceptual framework that focused the pilot study included socio-cultural theory (Vygotsky, 1986; Mercer, 2007), self-efficacy theory (Bandura, 1997a; Pajares, 1997) culturally responsive teaching theory (Ladson-Billings, 2006; Freire 2000), situated learning theory (Davin (&) Heineke, 2016) and second language acquisition theories (Chomsky, 1965; Ellis, 1997).The findings from the teacher focus groups suggested ways to bridge the gap between the ESOL students and native English speakers. A proposed framework to counter the problem and bridge the gap was designed as a pedagogical intervention (professional development) that would provide the information teachers lack about how to teach ESOL students effectively. The framework also served as a platform to connect and collaborate with other ESOL instructors as a resource and support throughout the school year. Additionally, a teacher-proposed idea was a middle school technology transition (MST2) beginner course for students entering a digital school to give them practice and build their self-efficacy on how to use the necessary applications for each core (FSA tested) class. The results also support the idea that concurrent ongoing professional development and a student introductory technology course throughout the school year could produce more favorable achievement scores of ESOL students, and reduce gaps between ESOL students and native English speaking students.
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Date Issued: 2017
Identifier: CFE0006789, ucf:51808
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006789

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distance learning (3)	+ -

higher education (3)	+ -
online (3)	+ -
Florida Virtual School (2)	+ -
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