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- Title
- STUDENT'S PERCEPTIONS OF COLLABORATION TOOLS IN A HIGHER EDUCATIONONLINE COLLABORATIVE LEARNING ENVIRONMENT.
- Creator
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Henry, Kirk, Kaplan, Jeffery, University of Central Florida
- Abstract / Description
-
Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been...
Show moreHigher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of ÂÂÂÂ"well-designed instructionÂÂÂÂ" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.
Show less - Date Issued
- 2010
- Identifier
- CFE0003187, ucf:48603
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003187
- Title
- An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.
- Creator
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Shorter, Nichole, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Andreasen, Janet, University of Central Florida
- Abstract / Description
-
This dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on...
Show moreThis dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on postsecondary collaboration. Nonparametric statistical analyses were performed to provide answers to the research questions. Analysis of the data revealed that the participants demonstrated strength in 18 of the 20 WCF. The analysis also indicated that there was no statistically significant difference between the perceptions of collaboration among university and community college faculty. A principal components analysis led to the development of a modified conceptual framework joining the WCF and stages of collaboration that may be used to inform practice and policy. Recommendations include allocating faculty release time or incentives for collaboration, expanding articulation agreements to include K-12 alignment and policies on faculty collaboration, and using the Wilder Collaboration Factors Inventory (WCFI) as a tool to continue to assess the strengths, weaknesses, and differences in perception among university and community college faculty as they advance in collaborative stages.
Show less - Date Issued
- 2015
- Identifier
- CFE0006003, ucf:51029
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006003
- Title
- INTERPROFESSIONAL COLLABORATION BETWEEN CRIMINAL JUSTICE AND MENTAL HEALTH PRACTITIONERS REGARDING MENTALLY ILL OFFENDERS: PERCEPTIONS OF COLLABORATION FROM CRIMINAL JUSTICE PRACTITIONERS.
- Creator
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Sharp, Christopher, Surette, Raymond, University of Central Florida
- Abstract / Description
-
The federal program of deinstitutionalizing psychiatric facilities has resulted in a well documented, ever-increasing mentally ill population in the nation's prisons and jails. Historically, the criminal justice system has maintained a laissez-faire attitude toward the mentally ill, and only became involved with the mentally ill when a crime had been committed. As such, the President's Mental Health and Criminal Justice Consensus Project was developed to explore ways that the two...
Show moreThe federal program of deinstitutionalizing psychiatric facilities has resulted in a well documented, ever-increasing mentally ill population in the nation's prisons and jails. Historically, the criminal justice system has maintained a laissez-faire attitude toward the mentally ill, and only became involved with the mentally ill when a crime had been committed. As such, the President's Mental Health and Criminal Justice Consensus Project was developed to explore ways that the two systems could work together to address the growing problem of the mentally ill offender. However, challenges arise because the criminal justice system has typically been viewed as a loosely coupled, fragmented system that is unwilling or unable to address the social issue of the mentally ill offender. The concept of coupling between agencies has serious ramifications for the ability of agencies to successfully collaborate. Theoretical foundations for collaboration between mental health and criminal justice agencies lie partly in labeling theory and the drive to avoid the negative stigmatization of the mentally ill by the formal criminal justice system. A second theoretical foundation is found in developmental theories, which seek to explain the development of organizational knowledge and skills, in handling mentally ill offenders, through interaction between the mental health and criminal justice systems. In this study, it is asserted that agencies that are appropriately coupled and have experience with collaboration will perceive greater benefits from the collaborative exchange. Furthermore, this leads to the main hypothesis of the current study that agency coupling and collaborative experience will increase the perception of benefits of collaboration and support of collaborative efforts that deal with mentally ill offenders. To assess the main hypothesis of the current study, a modified Dillman methodology was utilized. The research population consisted of a complete enumeration of the 20 Florida State's Attorneys Offices, the 66 County Sheriffs, the 54 Probation Office Managers, and the 313 municipal law enforcement agencies for a total study population of 453 possible respondents, of which 49% responded. Overall, the findings of the current study illustrate a willingness of agencies to couple with outside agencies to address the phenomenon of the mentally ill offender. The results provide theoretical support for the need to reduce the negative stigma of a mentally ill individual being additionally labeled a criminal offender. The results additionally bolster the belief that the knowledge and skills to do this can best be accomplished through interaction with outside agencies.
Show less - Date Issued
- 2006
- Identifier
- CFE0001328, ucf:46982
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001328
- Title
- FEMALE COLLABORATORS AND RESISTERS IN VICHY FRANCE: INDIVIDUAL MEMORY, COLLECTIVE IMAGE.
- Creator
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Thurlow, Katherine, Lyons, Amelia, University of Central Florida
- Abstract / Description
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Women in Vichy and Nazi Occupied France often found themselves facing situations in which their societal gender roles greatly influenced not only the choices that they made but also how their actions were perceived within society. Many women acted as either collaborators, resisters, or both to maintain their livelihood. How they were perceived was based in large part by how they fit into their prescribed social roles, in particular that of the self-sacrificing mother. Women who participated...
Show moreWomen in Vichy and Nazi Occupied France often found themselves facing situations in which their societal gender roles greatly influenced not only the choices that they made but also how their actions were perceived within society. Many women acted as either collaborators, resisters, or both to maintain their livelihood. How they were perceived was based in large part by how they fit into their prescribed social roles, in particular that of the self-sacrificing mother. Women who participated on both sides were often following their social expectations and obligations. Following the decline of Vichy and the end of the Occupation, however, there was an immense shift in perception that determined what a good mother was. During the Vichy regime, collaboration with both the regime was highly encouraged and expected. Thus, women collaborating during the Vichy regime were praised, only to be condemned after the occupation. Women who resisted Vichy and the Nazis were scorned, only to be glorified after. It is clear that women in both of these categories had similar motivations, but a drastic shift in public opinion made these women appear in a different light. There were only slight differences that separated many of the women who were judged based on how they adhered to their female roles within society, whether that society be under Vichy or after its decline, often without considering the difficult situations that women lived in.
Show less - Date Issued
- 2013
- Identifier
- CFH0004482, ucf:45061
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004482
- Title
- WRITES OF SPRING: A STUDY OF COMMUNICATION WITHIN COLLECTIVE DEVISING.
- Creator
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Adams, Jennifer, Weaver, Earl, University of Central Florida
- Abstract / Description
-
Communication is a pivotal element in creating theatre with other artists, with audiences, and with the outside world. Theatre artists are required to collaborate at nearly every step of the process. Despite the necessity of highly developed collaboration skills, communication in the creation of theatre is an often-underdeveloped curriculum area. As a Director and Teaching Artist I am particularly interested in how to find new ways of collaborating so I may model and pass these skills to my...
Show moreCommunication is a pivotal element in creating theatre with other artists, with audiences, and with the outside world. Theatre artists are required to collaborate at nearly every step of the process. Despite the necessity of highly developed collaboration skills, communication in the creation of theatre is an often-underdeveloped curriculum area. As a Director and Teaching Artist I am particularly interested in how to find new ways of collaborating so I may model and pass these skills to my students. Through a qualitative research survey of communication used in collaborative devising, this research analyzes environments that improve communication and allow for maximum creativity in an effort to develop critical communication pedagogy. This study examines my approach in working through a devising process as the Coordinator of a collaborative group of adults creating an original play. I examine our process and make connections as to how devising influenced my future work as a Director and Teaching Artist. By examining the theatres that make extensive use of ensemble devising as a tool for creating theatre, I gained insight into more collaborative ways of working. This research found support through examination of group communication theories and methods in which they promote collaborative spirit. Finally, critical pedagogy offered a lens through which I can impart these discoveries to young artists. I discovered ways to use the model of devising to open the possibilities for my students to take ownership over their processes and the art they create. I also gained insight into the role of facilitator in order to develop ways of modeling and teaching these communications. Communication pedagogy in the theatre allows me the tools to identify, question, and transform my experiences in creating theatre as a director and teaching artist.
Show less - Date Issued
- 2011
- Identifier
- CFE0003610, ucf:48878
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003610
- Title
- EXAMINING FACTORS THAT AFFECT KNOWLEDGE SHARING AND STUDENTS' ATTITUDE TOWARD THEIR LEARNING EXPERIENCE WITHIN VIRTUAL TEAMS.
- Creator
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He, Jinxia, Gunter, Glenda, University of Central Florida
- Abstract / Description
-
This study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students'...
Show moreThis study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students' grades. A correlation design was conducted to discover if there are any relationships among these five factors and knowledge sharing within virtual teams. Participants in this study were 148 undergraduate students from two classes in the Health Services Administration program in the College of Health and Public Affairs. The two classes were asynchronous online courses and both instructors used virtual teaming in their online courses. Online interaction occurred via online discussion boards, email, and online chat rooms. The results indicate that mutual influence and team cohesion are two major factors that directly affect knowledge sharing within virtual teams. Conflict mediates the relationship between trust and knowledge sharing. Leadership was also found to have a strong relationship with team cohesion, which then had a relationship with knowledge sharing. As far as the relationship between quality and quantity of knowledge sharing and the student's grade, it was found that there is relationship between the quantity of knowledge sharing and students' grades, however, no significant relationship exists between quality of knowledge sharing and students' grades. The implications of this research for use of virtual teams in online distance education are also discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002960, ucf:47980
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002960
- Title
- THE EFFECTS OF ETHNIC DIVERSITY, PERCEIVED SIMILARITY, AND TRUST ON COLLABORATIVE BEHAVIOR AND PERFORMANCE.
- Creator
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Wildman, Jessica, Salas, Eduardo, University of Central Florida
- Abstract / Description
-
Recent issues such as global economic crises, terrorism, and conservation efforts are making international collaboration a critical topic. While cultural diversity often brings with it new perspectives and innovative solutions, diversity in collaborative settings can also lead to misunderstandings and interaction problems. Therefore, there is a pressing need to understand the processes and influences of intercultural collaboration and how to manage the collaborative process to result in the...
Show moreRecent issues such as global economic crises, terrorism, and conservation efforts are making international collaboration a critical topic. While cultural diversity often brings with it new perspectives and innovative solutions, diversity in collaborative settings can also lead to misunderstandings and interaction problems. Therefore, there is a pressing need to understand the processes and influences of intercultural collaboration and how to manage the collaborative process to result in the most effective outcomes possible. In order to address this need, the current study examines the effect of ethnic diversity, perceived deep-level similarity, trust, and distrust on collaborative behavior and performance in decision-making dyads. Participants were assigned to either same-ethnicity or different-ethnicity dyads and worked together on a political simulation game in which they had to make complex decisions to solve societal problems and increase their popularity. The results of this study indicate that ethnically similar dyads reported higher levels of perceived deep-level similarity than ethnically dissimilar dyads, and that this perceived deep-level similarity served as the mediating mechanism between objective differences in ethnic diversity and trust and distrust, respectively. The findings also suggest that trust and distrust attitudes, when considered together as a multiple mediation model, mediate the positive relationship between perceived deep-level similarity and collaborative behavior. Finally, results show that collaborative behavior significantly predicts objective performance on the political decision-making simulation. The implications of this study for theory and practice are discussed along with the study limitations and several suggestions for future research.
Show less - Date Issued
- 2010
- Identifier
- CFE0003102, ucf:48299
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003102
- Title
- UNDERSTANDING COLLABORATION, ITS ANTECEDENTS AND PERCEIVED OUTCOMES IN SERVICE PARTNERSHIPS OF COMMUNITY-BASED ORGANIZATIONS.
- Creator
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Concha, Maritza, Kapucu , Naim, University of Central Florida
- Abstract / Description
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The purpose of this study is to assess the motivations of community-based organizations (CBOs) staff to participate in service partnerships and their influence on collaboration practices and perceived outcomes of collaborative efforts. This study uses structural equation modeling to assess the relationships between exogenous variables (motivational factors) and endogenous variables (inter-organizational collaboration and perceived outcomes). This study also uses qualitative methods to address...
Show moreThe purpose of this study is to assess the motivations of community-based organizations (CBOs) staff to participate in service partnerships and their influence on collaboration practices and perceived outcomes of collaborative efforts. This study uses structural equation modeling to assess the relationships between exogenous variables (motivational factors) and endogenous variables (inter-organizational collaboration and perceived outcomes). This study also uses qualitative methods to address perceptions on collaboration not captured by the survey instrument. A total of 538 service partnership staff (supervisors and front liners) received the survey's link or a copy of the survey to participate. Out of the 538, 217 completed the survey which represents a 40% response rate. Due to missing responses and multiple outliers, 201 observations were used for analysis. Based on the findings of this study, it was concluded that the development of service partnerships are mostly affected by environmental factors related to solving social problems which accounts for 37% of variance in inter-organizational collaboration. Empirical evidence from this study has shown that CBOs staff have the tendency to work for the purpose of meeting their social missions. Furthermore, inter-organizational collaboration accounts for 76% of variance in perceived outcomes. When a three factor collaboration model was created, it was further noticed that cognitive and resource reciprocity statistically significant influence perceived outcomes where differences in the perceptions of front liners and supervisors were also found. These findings highlight important aspects to understand the collaboration dynamics of service partnerships and also points out the different views of community based organization staff regarding the motivation to collaborate and the impact of collaboration practices in perceived collaboration outcomes. However, it is also important to note that findings on the comparison between front liners and supervisors are exploratory in nature as there could be other external factors that could affect the impact in inter-organizational collaboration and collaboration outcomes. Regarding the focus groups, three themes emerged with respect to the motivations for participating in service partnerships. Agents for social change, building relationships and needs of resources are recurrent themes that explained the desires to collaborate. On collaboration practices, two main general themes emerged which are interdependence and partnership values. Lastly, impacting the community, sustainability issues and expanding services were the main themes found when perception of service partnership outcomes was addressed. Findings of this study suggest further exploration on multi-dimensional models of collaboration, investigate differences in staff perceptions, and continue exploring the influence of social threat responsiveness in inter-organizational collaboration and perceived partnerships outcomes.
Show less - Date Issued
- 2011
- Identifier
- CFE0003959, ucf:48709
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003959
- Title
- Keren.
- Creator
-
Bradon, Shelly, Poindexter, Carla, Cooper, Larry, Isenhour, David, Price, Mark, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to recognize the everyday victories of a child living with physical disabilities. This complicated subject matter has forced the exploration of a variety of media to successfully communicate the story; drawing, painting, china painting, altered books and sculpture have all become part of the process.At the age of 8 months the subject, Keren Hernandez, was diagnosed with Bilateral Closed- lip Schizencephaly, a rare disorder that inhibits development. Since the...
Show moreThe intent of this thesis is to recognize the everyday victories of a child living with physical disabilities. This complicated subject matter has forced the exploration of a variety of media to successfully communicate the story; drawing, painting, china painting, altered books and sculpture have all become part of the process.At the age of 8 months the subject, Keren Hernandez, was diagnosed with Bilateral Closed- lip Schizencephaly, a rare disorder that inhibits development. Since the diagnosis seven years ago her family has struggled to overcome these challenges, committing to avail themselves to every resource possible. I began painting and drawing to incorporate the experiences of Keren's life into a body of work; eventually we began drawing together and collaboration has naturally evolved; she and her family are an integral part of this work.
Show less - Date Issued
- 2014
- Identifier
- CFE0005137, ucf:50719
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005137
- Title
- Exploring Theatre of the Oppressed and Media Synchronicity to Supplement Virtual Learning Environments: Experiences with Mados.
- Creator
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Silva, Pedro, Kim, Si Jung, Lindgren, Robb, McDaniel, Thomas, University of Central Florida
- Abstract / Description
-
This thesis explored the application of Media Synchronicity Theory and its potential for translating Critical Pedagogy (specifically Boal's Theatre of the Oppressed) into a computer- supported collaborative work (CSCW) environment. It introduces the Maquina dos Oprimidos (Mados) prototype, a CSCW supplement to traditional asynchronous learning networks. Mados operates as a role-playing debate game, in which students debate a pre-selected prompt while performing assigned character roles. The...
Show moreThis thesis explored the application of Media Synchronicity Theory and its potential for translating Critical Pedagogy (specifically Boal's Theatre of the Oppressed) into a computer- supported collaborative work (CSCW) environment. It introduces the Maquina dos Oprimidos (Mados) prototype, a CSCW supplement to traditional asynchronous learning networks. Mados operates as a role-playing debate game, in which students debate a pre-selected prompt while performing assigned character roles. The study explores the prototype's potential to affect student's identification with their assigned character and personal attitude toward the prompt, as well as examining the effect of presence on students' performances.The study was performed with 38 8th grade students. Subjects debated a prompt which proposed a banning cell phones from classrooms. Results show that subjects collaboratively constructed solutions that compromised between both positions, while slightly favoring the anti- ban position. Results also show that subjects experienced gains in character identification after participating in the task regardless of assigned character, hinting at a separation between perceived similarity to characters and affinity for characters' position. The ability of subjects to defend their assigned character's position while inhabiting their own perspective, that of an 8th grade student, also hints at this separation. Additionally, results indicated correlations between subjects' control factors, a subset measure for presence, and total change in prompt agreement. Other positive correlation exist between subject's reprocessing attempts and task performance, as well as total presence and task performance.
Show less - Date Issued
- 2013
- Identifier
- CFE0004939, ucf:49627
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004939
- Title
- A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community.
- Creator
-
Edmundson, Heather, Hopp, Carolyn, Lue, Martha, Vitale, Thomas, Olan, Elsie, University of Central Florida
- Abstract / Description
-
The purpose of this study was to measure the impact of caregiver-student collaborative learning classes on an urban community. The study examined whether the self-efficacy of the caregivers increased with helping their children with school work due to the caregiver-student classes. The study also examined whether providing access to a resource not normally provided within this particular community led to increased self-efficacy within caregivers. The research questions that guided the study...
Show moreThe purpose of this study was to measure the impact of caregiver-student collaborative learning classes on an urban community. The study examined whether the self-efficacy of the caregivers increased with helping their children with school work due to the caregiver-student classes. The study also examined whether providing access to a resource not normally provided within this particular community led to increased self-efficacy within caregivers. The research questions that guided the study were as follows: How do collaborative caregiver-student classes that focus on collaborative strategies impact the self-efficacy of the caregivers in helping their children with school work? How does increasing access to educational services impact the self-efficacy of the caregivers who participate in collaborative caregiver-student classes? The researcher collected data through classroom observations, reflections from participants, and an initial focus group and closing individual interview. Classes were taught by a co-teacher selected by the researcher with the input of the principal. Four total sessions were held, three of which included the teaching of collaborative learning strategies, and the last of which was an individual interview.Overall, data indicated increased self-efficacy within caregivers. The caregiver roles within the neighborhood proved not to always be between an adult and child, but rather cousins and siblings who may have been close in age. Families within the neighborhood exchanged care in different ways according to their culture, work demands, and family dynamic. This program led to strengthened relationships between home and school, as well as enhanced self-efficacy and stronger relationships between caregivers and students.
Show less - Date Issued
- 2014
- Identifier
- CFE0005327, ucf:50534
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005327
- Title
- Gender Composition of Online Technical Communication Collaborations.
- Creator
-
Wardell, Erika, Jones, Daniel, Cavanagh, Thomas, Applen, John, University of Central Florida
- Abstract / Description
-
Online collaborations are more prevalent in society due to electronic communication allowing students and professionals to communicate with each other, without needing to spend time or money traveling. The lack of visual cues in electronic communication means writing styles primarily set the tone of a message. A group member's gender can affect his or her writing style and what he or she assumes about the message. The differing writing styles and potential gender bias can cause...
Show moreOnline collaborations are more prevalent in society due to electronic communication allowing students and professionals to communicate with each other, without needing to spend time or money traveling. The lack of visual cues in electronic communication means writing styles primarily set the tone of a message. A group member's gender can affect his or her writing style and what he or she assumes about the message. The differing writing styles and potential gender bias can cause misunderstandings, which delay projects and sometimes lead to ostracizing a group member. The gender composition of an online collaboration, therefore, can have a positive or negative effect on a project. This study helps technical communicators understand how to manage online collaborations effectively to produce a successful project. The study explains how the effects of gender composition on a project are influenced by electronic communication, gender roles, and online collaborations. Society-imposed gender roles include differing writing styles for each gender causing gender bias in both writing and reading electronic messages. Group members, monitors, and project managers must take care in managing online collaborations due to the differences in each gender's communication style, and differences in gender roles and expectations for multinational online collaborations. The study shows mixed-gender collaborations have increased chances of misunderstandings because of the differing communication styles of each gender compared to same-gender collaborations. However, the advantages of mixed-gender collaborations outweigh the disadvantages due to the variety of ideas, motivations, and expectations. Technical communicators understanding how all the major topics relate together to influence a collaboration are better able to manage an online collaboration and reduce the chances of misunderstandings to create a successful project.
Show less - Date Issued
- 2011
- Identifier
- CFE0004176, ucf:49041
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004176
- Title
- A Study of the Relationship between Continuous Professional Learning Community Implementation and Student Achievement in a Large Urban School District.
- Creator
-
Sutula, Erica, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
- Abstract / Description
-
The purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the...
Show moreThe purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the two school years of N=5,954.The research questions for this study focused on (a) the change in teacher's perception of teachers from the 2012 to the 2014 school year, (b) the impact, if any, of teacher and leader perception on student performance for the FCAT, (c) the differences between the perceptions of teachers and leaders. This study added to the findings of Ellis (2010), expanding the understanding of the complexities of collaboration among teachers, administrators, collaboration, and students. Conclusions from the quantitative analysis found a statistically significant difference between how teachers perceived the implementation of collaborative time during both the 2012 and 2014 school years. Further analysis concluded that there was a statistically significant positive relationship between continual PLC implementation and student achievement for Grade 3 Reading and Mathematics. Other grade levels did show educationally significant findings for the impact of continual implementation on student achievement, but the results did not meet the criteria for statistical significance. There was not a statistically significant relationship between any other measure and any of the considered standardized test scores. Statistically significant differences were found between the 2012 and 2014 perceptions of teachers and leaders.Recommendations from the quantitative analysis include the importance of having collaborative time for teachers. Furthermore, leaders should focus on maximizing the effectiveness of collaborative time by curtailing the amount of required administrative tasks, thereby allowing teachers to focus on designing instructional interventions and analyzing student data through collaboration. This study is an addition to the current literature demonstrating the general perceptions, and impacts of long term implementation of the PLC model, when paired with Ellis' (2010) study it is clear that teachers need continual work within one collaborative model, modeling of collaborative practices by leadership, and support from school leaders for collaborative time to begin positively impacting student achievement.
Show less - Date Issued
- 2017
- Identifier
- CFE0006802, ucf:51812
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006802
- Title
- COLLABORATIVE CONTEXT-BASED REASONING.
- Creator
-
Barrett, Gilbert, Gonzalez, Avelino, University of Central Florida
- Abstract / Description
-
This dissertation explores modeling collaborative behavior, based on Joint Intentions Theory (JIT), in Context-Based Reasoning (CxBR). Context-Based Reasoning is one of several contextual reasoning paradigms. And, Joint Intentions Theory is the definitive semantic framework for collaborative behaviors. In order to formalize collaborative behaviors in CxBR based on JIT, CxBR is first described in terms of the more popular Belief, Desire, and Intention (BDI) model. Once this description is...
Show moreThis dissertation explores modeling collaborative behavior, based on Joint Intentions Theory (JIT), in Context-Based Reasoning (CxBR). Context-Based Reasoning is one of several contextual reasoning paradigms. And, Joint Intentions Theory is the definitive semantic framework for collaborative behaviors. In order to formalize collaborative behaviors in CxBR based on JIT, CxBR is first described in terms of the more popular Belief, Desire, and Intention (BDI) model. Once this description is established JIT is used as a basis for the formalism for collaborative behavior in CxBR. The hypothesis of this dissertation is that this formalism allows for effective collaborative behaviors in CxBR. Additionally, it is also hypothesized that CxBR agents inferring intention from explicitly communicating Contexts allows for more efficient modeling of collaborative behaviors than inferring intention from situational awareness. Four prototypes are built and evaluated to test the hypothesis and the evaluations are favorable. Effective collaboration is demonstrated through cognitive task analysis and through metrics based on JIT definitions. Efficiency is shown through software metric evaluations for volume and complexity of code.
Show less - Date Issued
- 2007
- Identifier
- CFE0001667, ucf:47198
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001667
- Title
- CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS.
- Creator
-
Davis, Kimberly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co...
Show moreABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
Show less - Date Issued
- 2008
- Identifier
- CFE0002294, ucf:47863
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002294
- Title
- Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing.
- Creator
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Mander, Erin, Hewitt, Randall, Hopp, Carolyn, Short, Edmund, Vitale, Thomas, University of Central Florida
- Abstract / Description
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The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in...
Show moreThe goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students?The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.
Show less - Date Issued
- 2012
- Identifier
- CFE0004574, ucf:49202
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004574
- Title
- Cultural Differences in Forgiveness: Fatalism, Trust Violations, and Trust Repair Efforts in Interpersonal Collaboration.
- Creator
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Wildman, Jessica, Salas, Eduardo, Fritzsche, Barbara, Burke, Shawn, University of Central Florida
- Abstract / Description
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Mistakes and betrayals can cause developing interpersonal trust between parties to be broken, and damaged trust can have serious negative impacts on relationships, such as withdrawal from group interaction or the enactment of revenge. Research has suggested that the use of apologies helps to repair damaged trust. However, this research is almost exclusively based in westernized populations and has not begun to explore any cross-cultural differences. Therefore, the primary goal of this...
Show moreMistakes and betrayals can cause developing interpersonal trust between parties to be broken, and damaged trust can have serious negative impacts on relationships, such as withdrawal from group interaction or the enactment of revenge. Research has suggested that the use of apologies helps to repair damaged trust. However, this research is almost exclusively based in westernized populations and has not begun to explore any cross-cultural differences. Therefore, the primary goal of this comparative cross-national laboratory study was to examine if, and how, the effectiveness of trust repair efforts differs across cultures. The effectiveness of three manipulated trust repair strategies (no response, apology, and account) was tested using students from universities in the United States (U.S.) and in the United Arab Emirates (UAE). The results of the study indicate that fatalism, or the belief that events in life are meant to occur, was negatively related to initial trust and positively related to initial distrust toward one's collaborative partner. It was also found that higher levels of fatalism were associated with more severe trust damage after a trust violation. Regarding the trust repair strategies, accounts were more effective at repairing trust than no response for high fatalism participants whereas apologies were more effective than accounts at reducing distrust after a violation for low fatalism participants, providing partial support for the idea that trust repair strategies are more effective when matched to the cultural self-construal of the victim. Finally, initial distrust and trust directly after the violation were predictive of taking revenge on the other player. Implications are discussed along with the study limitations and suggestions for future research.
Show less - Date Issued
- 2011
- Identifier
- CFE0004178, ucf:49080
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004178
- Title
- COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS.
- Creator
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Rosen, Michael, Salas, Eduardo, University of Central Florida
- Abstract / Description
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This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on...
Show moreThis dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003109, ucf:48627
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003109
- Title
- EFFECT OF COLLABORATIVE PLANNING FOR AN ACTIVITY-BASED APPROACH TO EARLY INTERVENTION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS ACROSS SCHOOL AND HOME ENVIRONMENTS.
- Creator
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Salazar, Marisa, Cross, Lee, University of Central Florida
- Abstract / Description
-
As the prevalence of autism spectrum disorders (ASD) continues to rise, families and educators are challenged with providing intensive, evidence-based practices in the least restrictive environment. Evidence exists for a variety of effective intervention approaches. Selection of appropriate interventions requires consideration of the individual needs of the child and family. An activity-based approach to early intervention combines strategies from a variety of evidence-based practices and...
Show moreAs the prevalence of autism spectrum disorders (ASD) continues to rise, families and educators are challenged with providing intensive, evidence-based practices in the least restrictive environment. Evidence exists for a variety of effective intervention approaches. Selection of appropriate interventions requires consideration of the individual needs of the child and family. An activity-based approach to early intervention combines strategies from a variety of evidence-based practices and allows for intensity of instruction through distributed opportunities for practice. Brief teaching interactions are elicited within the context of typical routines and activities throughout the day. Thus, intervention can be provided in inclusive classroom settings as well as at home, without disrupting the ongoing activities and routines. The purpose of the study was to determine the effects of collaborative planning for an activity- based approach to early intervention for children with ASD across school and home settings. Dependent measures included the combined rate of learning opportunities delivered by the teacher and parent across settings as well as the combined rate of the child's correct demonstrations for an Individualized Education Plan (IEP) goal. Teacher and parent perceptions of the value and effectiveness of collaborative planning for an activity-based approach to early intervention were also assessed using pre- and post-survey responses as well as information from a final interview. Participants were a preschool-aged boy with ASD, his mother, and his preschool teacher. A single subject, multiple-probe design was selected to analyze the effect of collaborative planning for an activity-based approach to intervention for a young child with ASD across school and home settings. The teacher and parent selected three matched routines that typically occur both at school and at home as the context for embedding activity-based learning opportunities to iii address a selected IEP goal. Results indicated that following collaborative planning meetings for each of the routines, there was both an increase in the collective learning opportunities delivered at school and at home, as well as a simultaneous increase in child outcomes for the targeted IEP objective in both settings. Responses from the teacher and parent pre- and post-surveys and final interviews provided social validation for the ease and practicality of collaborative planning for activity-based intervention. Both the teacher and parent felt confident in supporting the child's IEP goal within the context of typical daily routines. The teacher also expressed that the collaborative planning helped her to really focus on the child's individualized goal. Furthermore, both the teacher and the parent affirmed the intervention's potential for generalization. Collaborative planning to embed children's goals within the context of typical routines both at school and at home allowed for a collective increase in learning opportunities and related child performance on an individualized goal that may not have otherwise been possible. By including the parent as an active an equal decision maker in the educational planning process, intervention at school was enhanced and carried over into the home. The use of collaborative planning for activity-based intervention with both the teacher and the parent strengthened the power of instruction for an IEP goal by providing multiple and varied learning opportunities throughout the day and across settings, ultimately increasing child outcomes.
Show less - Date Issued
- 2011
- Identifier
- CFE0003892, ucf:48717
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003892
- Title
- Trust Trajectories as a Function of Violation Type and Repair Efforts.
- Creator
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Thayer, Amanda, Salas, Eduardo, Joseph, Dana, Fritzsche, Barbara, Rico Munoz, Ramon, University of Central Florida
- Abstract / Description
-
Across domains, organizations and society are facing a trust deficit (Twenge, Campbell, (&) Carter, 2014). This is problematic, as trust is important to a variety of critical organizational outcomes, such as perceived task performance, team satisfaction, relationship commitment, and stress mitigation (Costa, Roe, (&) Taillieu, 2001), and has been cited as a motivator for cooperation and knowledge transfer due to its capacity to reduce fear and risk of exploitation (Chen et al., 1998; Fleig...
Show moreAcross domains, organizations and society are facing a trust deficit (Twenge, Campbell, (&) Carter, 2014). This is problematic, as trust is important to a variety of critical organizational outcomes, such as perceived task performance, team satisfaction, relationship commitment, and stress mitigation (Costa, Roe, (&) Taillieu, 2001), and has been cited as a motivator for cooperation and knowledge transfer due to its capacity to reduce fear and risk of exploitation (Chen et al., 1998; Fleig-Palmer (&) Schoorman, 2011; Irwin (&) Berigan, 2013; Yamagishi (&) Sato, 1986), and a key component of collaboration. As organizations increasingly rely upon collaboration for achieving important outcomes, it is of critical importance that organizations understand how to not only develop interpersonal trust in collaborative partnerships to facilitate these positive outcomes, but also the way in which interpersonal trust is broken and can be repaired when problems inevitably arise. Though research has begun to investigate trust violation and trust repair, relatively little is known about trust development, violation, and repair as a process that unfolds over time. This is problematic, as cross-sectional studies fail to capture change, both in terms of how trust itself changes as well as how the effect of a violation or the utility of a repair strategy may be weaker or stronger in the long-term than the short-term. Thus, findings from a single point in time may result in different conclusions and recommendations than those that would result from long-term investigation. Therefore, this study examines how interpersonal trust patterns unfold within individuals, and how these patterns differ between individuals depending on the type of violation and the repair strategy employed. An experimental study using discontinuous growth modeling to examine intraindividual and interindividual differences in trust processes found that generally, trust was negatively impacted more after an intentional ((")will do(")) violation as compared to a competence ((")can do(")) violation, such that it had a greater impact on character assessments than a competence violation and also damaged perceptions of ability as much as a competence violation. These negative impacts carried over into trust restoration, which was significantly slower after an intentional violation than a competence violation. Furthermore, study findings suggest that after an intentional violation, trust restored more quickly when surveillance was implemented than when compensation was offered. Though the opposite did not hold true for a competence violation, the findings did approach significance. Drawing from these findings, implications and future research recommendations are discussed.
Show less - Date Issued
- 2015
- Identifier
- CFE0005892, ucf:50895
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005892
