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Title: An Investigation of the Information Practices of Education Doctoral Students.
Creator: Bishop, Corinne, Gunter, Glenda, Boote, David, Vitale, Thomas, Robinson, Edward, University of Central Florida
Abstract / Description: Academic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of...
Show moreAcademic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of academic librarians are also expanding in the area of outreach. In essence, academic librarians are becoming more directly involved in aligning library services and programming with academic programs and promoting change within their institutions. Faced with the challenges of outreach and promoting change it is essential that librarians gain deeper insights about the perspectives and needs of graduate programs and graduate groups to effectively plan and align library services.The purpose of this design research study was to explore the organizational factors that influence how library services and library instruction are utilized in two doctoral programs in education at the University of Central Florida (UCF). Using a sequential mixed methods approach, quantitative data was collected in an online survey and qualitative data was collected in audio recorded interviews conducted with students enrolled in two doctoral programs in education, as well as program faculty, and academic librarians. Findings from this study were then used to describe a conjecture for an asynchronous online learning resource that applies elements outlined in Sandoval's (2014) conjecture map model. Findings were also used to make recommendations about future planning for library outreach and the utilization of library services in the doctoral programs.
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Date Issued: 2015
Identifier: CFE0005580, ucf:50248
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005580

Title: Math Remediation for High School Freshmen.
Creator: Borhon, Kambiz, Boote, David, Hynes, Mike, Gunter, Glenda, Miller, Margaret, University of Central Florida
Abstract / Description: This study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and...
Show moreThis study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and proposes remediation. As such, a mathematics remediation course is designed and implemented for a select number of incoming freshmen. This study includes a correlational examination to determine a possible correlation between students' background knowledge of the middle school mathematics and predicts a possible failure or successful completion of Algebra I in high school. In addition, it purposes a two-stage evolution plan in order to determine the effectiveness of the design of the remedial course as well as its effectiveness. Undertaking the design evaluation, this study uses a mixed-modes design consisting of a qualitative (interview and observation) of a number of participants and a quantitative examination (survey) of a larger sample. The correlational study indicates that there is a positive and moderately strong correlation between students' background knowledge in (middles school) mathematics and their grades in Algebra 1. The evaluation concludes that students find the design of the MIP program helpful and aesthetically appealing; however, its usability did not meet the evaluation criteria. Furthermore, the MIP Program Manager and teacher are fully satisfied with its design, content, and components.
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Date Issued: 2015
Identifier: CFE0005581, ucf:50251
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005581

Title: An Evaluation of the Iowa State University Ecosystem.
Creator: Mazer, Cherie, Gunter, Glenda, Hayes, Grant, Vitale, Thomas, Cavanagh, Thomas, University of Central Florida
Abstract / Description: Purpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the...
Show morePurpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design (-) The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings (-) Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning.Implications (-) The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.
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Date Issued: 2014
Identifier: CFE0005379, ucf:50445
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005379

Title: An Examination of the Practice of Instructional Design and the Use of Instructional Design Models.
Creator: Twilley, Jennifer, Gunter, Glenda, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: This dissertation in practice utilized a sequential mixed methods research design to investigate the performance or exclusion of instructional design activities commonly prescribed by instructional design models during a typical instructional design project. The purpose of this study was to compare the performance of instructional design activities by practicing instructional designers with the performance of an experienced instructional designer to determine if instructional design models...
Show moreThis dissertation in practice utilized a sequential mixed methods research design to investigate the performance or exclusion of instructional design activities commonly prescribed by instructional design models during a typical instructional design project. The purpose of this study was to compare the performance of instructional design activities by practicing instructional designers with the performance of an experienced instructional designer to determine if instructional design models are being used to guide the practice of instructional design. In this study, quantitative data was collected from a sample of 224 instructional designers to determine the activities routinely performed and excluded from typical projects. Qualitative data was collected from a single case study of an instructional design project to assess whether or not the performance or exclusion of the same instructional design activities were identified in the work of an experienced instructional designer. Analysis of the data revealed the activities that are not routinely performed by instructional designers, reasons for the exclusion of activities, and possible factors for the decisions to exclude activities.The findings of this study indicate instructional designers may be sacrificing the quality and effectiveness of instruction in an attempt to increase the pace and reduce the cost of the instructional design process. The study concluded that instructional designers are not following the prescriptions of instructional design models during the practice of instructional design by routinely eliminating the fundamental activities involving the development of learner assessments, the performance of formative evaluations during the instructional design process, and summative evaluations after the implementation of the instruction.
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Date Issued: 2014
Identifier: CFE0005432, ucf:50438
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005432

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: 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: Grounding Design of Instruction: An exploration of the uses of Scientific-Based Research and Theory in the Design of Online Instruction by Faculty in Higher Education.
Creator: Koech, Japheth, Gunter, Glenda, Xu, Lihua, Hartshorne, Richard, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in...
Show moreThis study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
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Date Issued: 2015
Identifier: CFE0005821, ucf:50022
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005821

Title: Evaluation of a secure laptop based testing program in an undergraduate nursing program.
Creator: Tao, Jinyuan, Gunter, Glenda, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: This applied dissertation paper introduced a program evaluation of a secure laptop-based testing (SLBT) program, which was implemented from 2009 to 2014 in an undergraduate nursing program at a private institution in the southeastern region of the United States (US). Computerized testing is an old topic in the educational research field, but the instructor-made, laptop-based secure testing that utilizes learning management systems (LMS) for undergraduate nursing programs is a fairly new topic...
Show moreThis applied dissertation paper introduced a program evaluation of a secure laptop-based testing (SLBT) program, which was implemented from 2009 to 2014 in an undergraduate nursing program at a private institution in the southeastern region of the United States (US). Computerized testing is an old topic in the educational research field, but the instructor-made, laptop-based secure testing that utilizes learning management systems (LMS) for undergraduate nursing programs is a fairly new topic in the US. Traditionally, testing has been administered with paper and pencil in the undergraduate nursing programs in the US for security reasons. Recently, with different robust LMSs, together with availability of affordable laptops, SLBT has become a reality on many campuses. The undergraduate nursing program at the Adventist University of Health Sciences (ADU) began to implement the SLBT program in 2009, which allowed students to use their newly purchased laptops to take secure quizzes and tests in their classrooms. After nearly five years' SLBT program implementation, a formative evaluation was conducted to seek constructive feedback from students, faculty, and technology support personnel to improve the program. Evaluation data show that, overall, students believed the SLBT program help them get hands-on experience of taking exams on the computer and get them prepared for their National Council Licensure Examination for Registered Nurses (NCLEX-RN) which is also computerized. Students, however, had a lot of concerns on laptop glitches and campus wireless network glitches they experienced during testing. Faculty and technology support personnel, on the other hand, were very satisfied with the SLBT program. Another goal of this evaluation study was to determine if students' first-time passing rate of NCLEX-RN has been improved significantly after the implementation of the SLBT program. NCLEX-RN first-time passing rate data were analyzed using the Chi-Square test and it revealed that there was no significant association between the two types of testing method (paper-and-pencil testing and the secure laptop-based testing) and whether or not students would pass NCLEX-RN the first time X2(1) = 3.53, p (>) .05. Based on the odds ratio, however, the odds of students passed NCLEX-RN the first time were 1.37 times higher if they were taught with the SLBT testing method than if taught with the traditional paper-and-pencil testing method in nursing school.
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Date Issued: 2014
Identifier: CFE0005424, ucf:50421
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005424

Title: A Study of Confidence in Individuals who Actively Work with Returning Military Personnel.
Creator: Slayter, LaDonna, Hirumi, Atsusi, Gunter, Glenda, Campbell, Laurie, Brophy-Ellison, James, University of Central Florida
Abstract / Description: This study sought to explore if training significantly increased community workers' perceived level of confidence and their ability to provide services to returning military personnel in two locations. To measure community workers' perceived level of confidence, participants N = 143 (n = 63 Norfolk, VA) and (n= 80 Fayetteville, NC) responded to an instrument containing 40 items. Inferential and descriptive statistics were used to analyze the study variables. Analyses of variance (ANOVA) were...
Show moreThis study sought to explore if training significantly increased community workers' perceived level of confidence and their ability to provide services to returning military personnel in two locations. To measure community workers' perceived level of confidence, participants N = 143 (n = 63 Norfolk, VA) and (n= 80 Fayetteville, NC) responded to an instrument containing 40 items. Inferential and descriptive statistics were used to analyze the study variables. Analyses of variance (ANOVA) were used to compare the reliability of means between the groups from 2011 to 2012 (i.e., pre-intervention to post-intervention). A Bonferroni Correction was applied to control the familywise error rate. A one-tailed p-value for each analysis was used based on the hypothesis that the intervention produced greater agreement with each item. Means for each item and range of ratings for each item were also calculated. To examine community workers' ability to provide improved service to veterans, qualitative data from (n=81) participants were analyzed. Comments were transcribed and grouped into clusters, then the data were themed and categorized according to participants' reported change in the way they thought about themselves as community service workers. Themes related to the study of confidence for better service to veterans were included in the results.The results of the hypothesis were that overall statistically significant improvement was found for individuals who actively work with military personnel in Fayetteville, NC. Results for the Norfolk, VA site demonstrated statistically significant improvement in confidence on 7 survey questions, but statistical significance was not found overall. Overall practical significance for the community provider setting in both cities was surmised from the results.Results of the data analysis for the research question indicated participants were applying knowledge acquired to their work with reintegrating veterans and their families. The study and the resulting information can inform instructional designers, instructors, course developers, and the research community. Opportunities for future research are briefly discussed.
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Date Issued: 2018
Identifier: CFE0007100, ucf:51960
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007100

Title: Management Support and Faculty's Adoption of Learning Management System: Applying Technology Acceptance Model 3.
Creator: Li, Zhigang, Sivo, Stephen, Gunter, Glenda, Boote, David, Pan, Cheng-Chang, University of Central Florida
Abstract / Description: The purpose of this research study was to understand and identify the key factors that affect faculty's behavioral intention of using a learning management system. This research study adopted the Technology Acceptance Model 3 (TAM3) as the theoretical foundation and extended it by adding management support as an exogenous variable based on the recommendations from previous research studies. Technology Acceptance Model 3 is the latest iteration of Technology Acceptance Model (-) a widely...
Show moreThe purpose of this research study was to understand and identify the key factors that affect faculty's behavioral intention of using a learning management system. This research study adopted the Technology Acceptance Model 3 (TAM3) as the theoretical foundation and extended it by adding management support as an exogenous variable based on the recommendations from previous research studies. Technology Acceptance Model 3 is the latest iteration of Technology Acceptance Model (-) a widely adopted research framework for studying users' acceptance of technology. It provides a comprehensive network of determinants of technology adoption and use. A survey questionnaire with 54 measurement items was used to measure the 15 construct variables proposed in the research model. Path analysis was performed on the data collected from 105 faculty members, who were teaching at a metropolitan university located in Taipei City, Taiwan. The goodness of fit indices indicated that the initial research model did not fit the data, and adjustments were made based on the suggestions from the modification indices. The revised research model had a much improved and more acceptable model fit than the initial research model.The final results of this research study revealed a much more complex map of relationships among the construct variables than what was proposed in the initial research model. First, as evidenced by other researchers, perceived ease of use, perceived usefulness, subjective norm, and the interaction between subjective norm and voluntariness were significant determinants of behavioral intention. Second, subjective norm, image, job relevance, the interaction between job relevance and output quality, and computer playfulness were the significant determinants of perceived usefulness. Third, computer playfulness, perceived enjoyment, and image were the only three significant determinants of perceived ease of use. Lastly, management support along with a list of other variables jointly determined perceptions of external control, subjective norm, image, job relevance, result demonstrability, and the interaction between job relevance and output quality.
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Date Issued: 2011
Identifier: CFE0004478, ucf:49305
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004478

Title: Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice.
Creator: Jackson-Lee, Marilyn, Hines, Rebecca, Gunter, Glenda, Boote, David, Boulware, Donald, Sena, Leslie, University of Central Florida
Abstract / Description: ABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with...
Show moreABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching.Professional development was on RallyCoach(TM), a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach(TM) was also chosen to increase student engagement.Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.
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Date Issued: 2013
Identifier: CFE0004867, ucf:49675
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004867

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: An Evaluation Study of the Implementation of Webcam Proctoring for Secure Testing in a K-12 Virtual School.
Creator: Geiser Hogan, Elena, Gunter, Glenda, Hartshorne, Richard, Boote, David, Kennedy, Kathryn, Gordon, William, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this evaluative study was to review the implementation of a Webcam Test-Proctoring Program (WTPP) implemented in a Kindergarten through 12th grade public virtual school. Results of the evaluative study will be used to determine if the secure Webcam proctoring method would be a viable solution to a problem of practice(-)requiring full-time virtual school students to participate in the multitude of required state and Florida school district assessments. At the core of...
Show moreABSTRACT The purpose of this evaluative study was to review the implementation of a Webcam Test-Proctoring Program (WTPP) implemented in a Kindergarten through 12th grade public virtual school. Results of the evaluative study will be used to determine if the secure Webcam proctoring method would be a viable solution to a problem of practice(-)requiring full-time virtual school students to participate in the multitude of required state and Florida school district assessments. At the core of virtual education lies the appeal of flexibility in each student's individual learning path. The rigid nature of secure assessments conflict with the intentions of a K-12 virtual school. Natale and Cook (2012) identified this as a problem of practice as well, stating, (")Digital learning de-standardizes and decentralizes educational delivery, so it presents challenges in applying quality control systems and metrics that were developed for more traditional school structures(") (p. 541).A formal evaluation included an electronic survey and one-on-one phone interviews. The sample population for this study included 6th-12th grade students (n = 27) who were enrolled in Hurricane County Virtual School during the 2014-2015 school year. The HCVS population was 165 at the beginning of the 2014-2015 school year, therefore the population for this study was N=165. The WTPP evaluated for this study took place over two test sessions, the first in October of 2014 and the second in January 2015. Students were asked to complete the electronic survey and to volunteer to complete phone interviews to provide feedback about their experience completing their benchmark assessments. In this mixed-methods study, an electronic survey created by the evaluator and research chair gathered quantitative data that were analyzed using descriptive and inferential statistics. In order to determine if there was any relationship between specific demographic sub-groups and their experiences and preferences regarding Webcam proctoring, the researcher used the Kruskal-Walis and Mann-Whitney inferential statistics. Additionally, qualitative data were collected through one-on-one phone interviews with six students who participated in the WTPP. Data from these interviews yielded supporting statements for the quantitative data analyzed. Results yielded from this study indicated that the majority of students who participated in the WTPP were satisfied or very satisfied with this method of proctoring for secure testing overall. Future studies should further evaluate the effectiveness of Webcam proctoring for secure testing and determine the impact of allowing students more flexibility (which Webcam proctoring inherently does) while testing has on their test scores.
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Date Issued: 2016
Identifier: CFE0006457, ucf:51441
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006457

Title: An Examination of Post Implementation Adoption of Business Intelligence Technologies and the Role of Training Programs during this Process.
Creator: Robertson, Juliana, Gunter, Glenda, Thompson, Kelvin, Vitale, Thomas, Morrow, Patricia Bockelman, Lagasse, Paul, University of Central Florida
Abstract / Description: This research study sought to determine if there was any difference in the perception of training modality delivery between participants who attended a face-to-face (F2F) training session or participated in blended training that supported business intelligence (BI) technology adoption. There is minimal information available identifying how training can influence an individual's intention to fully adopt BI technology into daily work processes. Identification of key factors influencing training...
Show moreThis research study sought to determine if there was any difference in the perception of training modality delivery between participants who attended a face-to-face (F2F) training session or participated in blended training that supported business intelligence (BI) technology adoption. There is minimal information available identifying how training can influence an individual's intention to fully adopt BI technology into daily work processes. Identification of key factors influencing training modalities' effect on technology adoption promotes strategies that allow trainers to better facilitate and develop content that can help organizations to integrating BI technologies into their workflow. This study analyzed survey responses that captured the perceptions of end-users who completed training by attending a F2F or blended training and their readiness to utilize the BI technologies post-training. The sample for this study consisted of 62 individuals who completed both the training session survey (F2F or blended) and the client implementation survey; to qualify for this study, all participants completed both surveys; 33 participants attended the F2F training sessions, and 29 participants attended the blended training sessions. Survey responses related to the training session and the training consultant were used to identify differences in perception when comparing the two different groups and their feelings of preparedness to accept responsibility for the technology. While there was an indication that the feeling of preparedness to adopt the BI technology was more heavily influenced by the blended training, it is important to consider methods for improving participant satisfaction in all areas related to blended training. Overall, this study provides the basis for an executive summary indicating the need to implement more effective training strategies, policies, and training processes before and after implementing BI technologies within organizations.
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Date Issued: 2017
Identifier: CFE0006911, ucf:51699
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006911

Title: A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School.
Creator: Franzese, Victoria, Gunter, Glenda, Swan, Bonnie, Hartshorne, Richard, Vitale, Thomas, Rath, Victoria, University of Central Florida
Abstract / Description: The purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation(-)such as an LMS(-)is implemented (Lochner, Conrad, (&) Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of...
Show moreThe purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation(-)such as an LMS(-)is implemented (Lochner, Conrad, (&) Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of the components leading to the innovation's success, such as the innovation's value in enhancing both the curriculum and the students' learning experiences (Lochner et al., 2015). This study used the Concerns-Based Adoption Model (CBAM) as a main framework to not only measure implementation of the LMS, but to also increase the likelihood of the LMS effecting positive change in schools (George, Hall, (&) Stiegelbauer, 2006). The framework's Stages of Concern Questionnaire (SoCQ) was used with participants to determine teachers' concerns. The sample population for this study consisted of secondary teachers at a public high school in central Florida in 2017. Out of the 125 teachers employed at the school, a total of 36 (n = 36) participated in the online survey. Three of the teachers surveyed then participated in interviews to provide additional insight.Data was analyzed and organized into five main topics: (a) Stages of Concern Profile; (b) teacher concerns; (c) benefits of the LMS; (d) barriers to the LMS; and (e) teacher needs. An analysis of the survey data revealed that the study's survey participants, on average, had the highest concerns at Stage 0 (Unconcerned), Stage 1 (Informational) and Stage 2 (Personal), thus indicating the group conformed to a non-user profile when it comes to LMS use. An analysis of the interview data revealed an overall positive disposition toward the LMS with the self-awareness that participants have more to learn about its capabilities. Results suggested that LMS implementation should be refined in order to allow participants to advance to higher stages of concern (George et al., 2006). Further research should be conducted on other areas of LMS implementation, including the students' perceptions and concerns when it comes to using the LMS.
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Date Issued: 2017
Identifier: CFE0006739, ucf:51834
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006739

Title: Examining Emotional Responses to Effective Versus Ineffective Virtual Buddies.
Creator: Ingraham, Kathleen, Gunter, Glenda, Boote, David, Taylor, Rosemarye, Hughes, Charles, Proctor, Michael, University of Central Florida
Abstract / Description: The purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual...
Show moreThe purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual buddy character with ineffective traits instead of effective or expert traits. The sample population for this study (n = 145) consisted of first year university students enrolled in courses in the fall of 2013 at the University of Central Florida. Data on participant emotional experience and behavior were collected through questionnaires, researcher observations, and physiological signal recording that included participant heart rate and galvanic skin response. Data were analyzed using multivariate analysis of variances (MANOVA), Kruskal-Wallis one-way analysis of variance, and qualitative thematic coding of participant verbal behavior and written responses. Results of the analysis revealed that participants who interacted with an ineffective virtual buddy character had statistically significant higher averages of verbal statements to the antagonist in the simulated environment and statistically significant lower perceptions of antagonist amiability than participants who interacted with an effective virtual buddy. Additionally, participants who interacted with a virtual buddy of the opposite gender gave statistically significant higher ecological validity scores to the simulated environment than participants who interacted with a virtual buddy of the same gender. Qualitative analysis also revealed that participants tended to describe the female buddy character with more ineffective traits than the male buddy character even though effective and ineffective design conditions were equally divided for both groups. Further research should be conducted on the effect of virtual buddy character design in different types of simulation environments and with different target audiences.
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Date Issued: 2014
Identifier: CFE0005633, ucf:50220
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005633

Title: From Frances Elliott Clark to Today's Higher Education Music Educators: An Exploration of the Perceptions and Usage of Digital Audio via Electronic Reserves and Digital Databases.
Creator: LoPresti, Kathleen, Gunter, Glenda, Hopp, Carolyn, Hartshorne, Richard, Palmer, Mary, University of Central Florida
Abstract / Description: Currently, there is a lack of research on the use of digital audio from the perspective of music educators in higher education. Researchers [for example: James Mason and Jared Wiercinski (2009), Jean E. Ferguson (2004), Richard Griscom (2003), Scott R. Phinney (2005) and Kathryn Sullivan, John J. Stafford, and Cindy Badilla-Melendez (2004)] have, however, studied streaming audio in relation to university students and libraries. Knowing the perceptions of instructors is important, because...
Show moreCurrently, there is a lack of research on the use of digital audio from the perspective of music educators in higher education. Researchers [for example: James Mason and Jared Wiercinski (2009), Jean E. Ferguson (2004), Richard Griscom (2003), Scott R. Phinney (2005) and Kathryn Sullivan, John J. Stafford, and Cindy Badilla-Melendez (2004)] have, however, studied streaming audio in relation to university students and libraries. Knowing the perceptions of instructors is important, because according to Oblinger (&) Oblinger (2005), they may not have the same perceptions as the students. Additionally, Moseley (2010) recommended further qualitative studies concerning the perceptions of faculty regarding technology utilization to allow more in-depth information to be discovered on the topic.The purpose of this qualitative multiple case study was to analyze music educators' perceptions and usage of the use of digital audio (e-reserves and streamed databases) in higher education. This research explained how and why these educators utilize (or do not utilize) streaming audio via e-reserves and databases. The research questions used for this study were: (a) How is streaming audio (-) in the form of e-reserves and subscription-based databases (Naxos and Classical Music Library (-) being utilized by college/university level educators at the two studied institutions?; (b) What are the perceptions of the participating music department faculty members on the subject of streaming audio?; and (c) What factors, regarding the use of streaming audio, are considered by the participating instructors to be important? Results of this research revealed participant instructors did utilize digital audio recordings, but not all of the instructors utilized streaming audio. The results of this study also revealed possible reasons for the lack of use of available streaming audio resources.
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Date Issued: 2014
Identifier: CFE0005522, ucf:50302
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005522

Title: Examining Facebook as a Digitally Immersive Language Environment for French Language Learners.
Creator: Wyatt, Shelly, Gunter, Glenda, Witta, Eleanor, Boyd, Tammy, Crevecoeur, Edwidge, Metcalf, David, University of Central Florida
Abstract / Description: This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando,...
Show moreThis quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were (")pushed(") to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including (")Liking,(") Sharing,(") and (")Commenting(") was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with (")Commenting(") and (")Sharing(") was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.
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Date Issued: 2013
Identifier: CFE0005076, ucf:49957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005076

online learning (5)	+ -
motivation (4)	+ -
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social presence (2)	+ -
technology (2)	+ -
technology adoption (2)	+ -
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Attitudes Towards Culture and Language (1)	+ -
Bias (1)	+ -
Blended Courses (1)	+ -
CHAT (1)	+ -
Chinese (1)	+ -
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