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Title: VIRTUAL VISTAS: HIGH SCHOOL STUDENTS DESCRIBING THEIR EXPERIENCES IN ONLINE COURSES.
Creator: Scheick, Amy, Gunter, Glenda, University of Central Florida
Abstract / Description: Current research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and...
Show moreCurrent research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and expectations of, online learning is important for many reasons. Online learning is certainly growing and may become a graduation requirement in more states. Currently Michigan requires every student must participate in some form of online learning as a high school graduation requirement. High school students enrolling in online courses may have a measurable influence on higher education courses in the future, as students become more experienced with online learning. A great deal has been written about the development of virtual high schools, some of the issues surrounding them and basic student demographics. There are only a few studies that have interviewed students in detail as to why they have chosen to participate in a virtual school and examined how this choice has impacted them. The purpose of this study was to describe from the student's perspective, why they had enrolled in online courses and allowed them to characterize their experiences. Further, this study sought to identify the personality types and traits of the students enrolled in online high school courses and reported on one measure of the student's cognitive style or cognitive tempo. Forty-three students who were enrolled in a state sponsored virtual high school participated in this study. The study used three online instruments to collect data. The Matching Familiar Figures Test-20 was used to measure the impulsive or reflective responses of the students. The Long-Dziuban Reactive Behavioral Survey was used to determine the students' personality types. The third instrument was an online questionnaire of open-ended questions asking the students about their online experiences. In addition, twelve students participated in follow-up interviews. The study found that the students enrolled in online courses for a variety of reasons; students were concerned about and wanted control over the timing and pacing of their learning. Students' comments suggested that there may be a relationship between cognitive tempo as classified by the MFFT-20, and the students' preference for pacing through the online course materials. In addition, the distribution of personality types and cognitive styles represented in this sample were different from the general school population suggesting that perhaps some students are more interested in online learning than others are. After reviewing the results of the students responses to the MFFT-20, it may be that students may are becoming faster at processing visual information with fewer errors. More research is needed in this area. There does seem to be a trend in this direction and this could have implications for students enrolled in virtual high school courses. Finally, the students in this study characterized their online learning experiences as positive but did not feel that online learning should be a high school graduation requirement for all students.
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Date Issued: 2007
Identifier: CFE0001674, ucf:47213
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001674

Title: LIMITED ENGLISH PROFICIENT STUDENTS AND THEIR TEACHERS ATTITUDES OF THE LEARNING ENVIRONMENT IN MATHEMATICS CLASSES.
Creator: snider, michelle, Gunter, Glenda, University of Central Florida
Abstract / Description: This study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and...
Show moreThis study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and non-LEP students in algebra and geometry classes. Students were administered a 30-item questionnaire using the What is Happening in This Class? survey. Scores provided from the survey's six scales were analyzed using an independent samples t-test to describe similarities and differences between the students. The Cooperation Scale was found statistically significant (p = .002) with a mean score of 3.72 for the LEP students compared to 3.74 for non-LEP students. Four scales were found statistically significant (p < 0.05) comparing the algebra and geometry students: Teacher Support (M = 3.61), Involvement (M = 3.38), Cooperation (M = 3.65), and Equity (M = 4.24). Qualitative data was collected via classroom observations and the student and teacher interviews. Classroom observations provided an additional descriptive account of the lived experiences of the participants in this study. Themes observed within LEP and non-LEP classes involved the physical setting, teaching methods, and instructional media used to present lessons. Four additional themes were found in the LEP classes that referred to the experience of teaching LEP students. They are language use, teaching methods specific to LEP students, classroom management, and teacher and student support. The interviews incorporated a phenomenological approach to examine the attitudes of participating students and teachers toward their classroom environments. The following five similar themes emerged from the examination of sheltered and nonsheltered teacher attitudes: (a) support systems, (b) teaching methods, (c) student mathematical skills, (d) instructional media, and (e) student attitudes toward mathematics. The additional theme of language emerged exclusively for sheltered teachers. Suggested further study on the attitudes of LEP students and their teachers in mathematics classes are discussed that includes the amount of support provided in LEP classes, LEP teacher practices in support of student educational needs related to language and mathematics. Additional findings were revealed throughout this study to suggest the effective use of instructional media in LEP mathematics classes and whether or not culture plays a role in their attitudes towards mathematics.
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Date Issued: 2007
Identifier: CFE0001968, ucf:47466
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001968

Title: THE RELATIONSHIP BETWEEN MOTIVATION AND ONLINE SOCIAL PRESENCE IN AN ONLINE CLASS.
Creator: Tao, Yedong, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in...
Show moreThe purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.
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Date Issued: 2009
Identifier: CFE0002542, ucf:47662
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002542

Title: AN EXPLORATION OF USING IPADS AND DIGITAL STORYTELLING THROUGH WESTORIESWITH STUDENTS WHO HAVE AUTISM.
Creator: Mariotti, Michelle, Gunter, Glenda, University of Central Florida
Abstract / Description: This study investigated the potential of using weStories, a type of digital storytelling, and the use of iPads with second and third grade students who have autism. Autism Spectrum Disorder (ASD) is a neurological disorder that affects a person's ability to communicate, comprehend language, and their ability to socially interact with peers. Digital storytelling combines the art of telling stories with photos, videos, audio, and other digital media. This study employed the use of weStories, a...
Show moreThis study investigated the potential of using weStories, a type of digital storytelling, and the use of iPads with second and third grade students who have autism. Autism Spectrum Disorder (ASD) is a neurological disorder that affects a person's ability to communicate, comprehend language, and their ability to socially interact with peers. Digital storytelling combines the art of telling stories with photos, videos, audio, and other digital media. This study employed the use of weStories, a collaborative storytelling process that requires students to work in a team while using an iPad. weStories were created by Dr. Glenda Gunter specifically for individuals to learn the fundamental of narrative and story skills to increase their literacy and communication skills. This study was conducted over a series of teachings and observations at the United Cerebral Palsy of Central Florida (UCP). The UCP is a school that serves children with a variety of learning disabilities, including autism. The purpose of this ethnographic thesis was to explore the impact of teaching the story invention process and weStories through iPads with students who have autism. Ethnographic research design was utilized to observe and assess individual changes in student behaviors and investigate the phenomena of story. This study utilized qualitative research methods. The potential of the intervention was measured through interviews and observations. This research on using technologies with students who have autism, such as iPads and weStories, has shown potential in terms of working collaboratively; enhancing problem solving in social situations, and providing exposure to iPads as a learning tool.
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Date Issued: 2012
Identifier: CFH0004153, ucf:44827
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004153

Title: BELIEFS OF GRADUATE STUDENTS ABOUT UNSTRUCTURED COMPUTER USE IN FACE-TO-FACE CLASSES WITH INTERNET ACCESS AND ITS INFLUENCE ON STUDENT RECALL.
Creator: Johnson, Gregory, Gunter, Glenda, University of Central Florida
Abstract / Description: The use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student...
Show moreThe use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students' beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students' beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students' memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students' beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.
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Date Issued: 2009
Identifier: CFE0002950, ucf:47966
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002950

Title: A STUDY OF DIGITAL COMMUNICATION TOOLS USED IN ONLINE HIGH SCHOOL COURSES.
Creator: Putney, Nathan, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant...
Show moreThe purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant Messaging, chat, the telephone, discussion area, whiteboard, and assignment feedback affected their motivation and success in an online high school course. Correlations were done to discover if there were any significant relationships between variables that relate to teacher interaction and motivation. In addition, distributions of student responses to survey questions about digital communication tools and demographics were examined. It was found that there is a high degree of correlation between frequency of teachers' use of digital communication tools and student's perception of their level of motivation. It was also found that the digital communication tools most frequently used by teachers in communicating with their students were email, the telephone, and assignment feedback, and that the students found these same tools the most helpful in their learning. In addition, no significant demographic differences were found in students' perception of teacher's use of tools to enhance learning and motivation in their courses except in the number of previous online courses taken. These findings can help direct online high school teachers in their selection of digital tools used to communicate with their students.
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Date Issued: 2008
Identifier: CFE0002333, ucf:47784
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002333

Title: THE ROLE OF WEB 2.0 AND SOCIAL MEDIA COMMUNITY IN EDUCATION AS A FORM OF TEACHER PERSONAL PROFESSIONAL DEVELOPMENT.
Creator: Smith, Brandi, Gunter, Glenda, University of Central Florida
Abstract / Description: Teachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how...
Show moreTeachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how teachers' reported using social media community in education for personal professional development and the criteria for effective professional development, teachers' integration practices, teachers' frequency of collaboration, and teachers' ability to communicate with colleagues. The results revealed a relationship between the criteria that a professional development be content specific and coherent and integrated with teachers' daily lives and whether or not teachers report using social media community in education as a form of professional development. There was also a statistically significant relationship between the frequency of technology integration, the reported level of technology integration, and the feeling of growth based on whether or not teachers used social media community in education to enhance professional practices. A statistically significant relationship was found between the frequency at which teachers report collaborating on technology integration projects with colleagues in social media communities in education and whether or not respondents use Social media community in education connect with other educational professionals. Finally, a statistically significant relationship was found between how comfortable participants are giving technology integration advice to colleagues in social media communities in education based on whether or not respondents use social media community in education to share materials and ideas. Based on the findings of the study, several implications can be made regarding the use of social networks for personal professional development. First, the use of social networks for personal professional development is best when there is content specificity and cohesion with teachers' personal and professional goals. Secondly the users of a social network for personal professional development must purposeful in their reasons for using the social network, users must perceive themselves as capable of learning and they must have the willingness to commit to learning. Another implication is that increased levels of ownership for the material in social media communities in education would result in greater frequency of collaboration. Finally, teachers' perceptions of their integration abilities will determine if teachers will use social networks to communicate professionally with colleagues.
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Date Issued: 2011
Identifier: CFE0004027, ucf:49179
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004027

Title: EXAMINING FACTORS THAT AFFECT KNOWLEDGE SHARING AND STUDENTS' ATTITUDE TOWARD THEIR LEARNING EXPERIENCE WITHIN VIRTUAL TEAMS.
Creator: 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.
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Date Issued: 2009
Identifier: CFE0002960, ucf:47980
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002960

Title: DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS.
Creator: Hogg, James, Gunter, Glenda, University of Central Florida
Abstract / Description: ABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application...
Show moreABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.
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Date Issued: 2010
Identifier: CFE0003044, ucf:48341
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003044

Title: EFFECTS OF DEADLINE CONDITIONS ON LEARNERS OF DIFFERENT PROCRASTINATION TENDENCIES IN AN ONLINE COURSE.
Creator: Wang, Pin, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the effects of three deadline conditions (i.e., frequent-instructor-set-deadline condition, flexible-instructor-set-deadline condition, and self-imposed-deadline condition) on students of different academic procrastination levels (high, medium, and low) in terms of their perceived learning, academic performance, and course satisfaction in an online course. A 3 x 3 factorial quasi-experimental design was adopted for this study. One hundred and...
Show moreThe purpose of this study was to investigate the effects of three deadline conditions (i.e., frequent-instructor-set-deadline condition, flexible-instructor-set-deadline condition, and self-imposed-deadline condition) on students of different academic procrastination levels (high, medium, and low) in terms of their perceived learning, academic performance, and course satisfaction in an online course. A 3 x 3 factorial quasi-experimental design was adopted for this study. One hundred and seventy three students from three classes of different majors voluntarily participated in the study with 50 students majoring in Agriculture, 61 in International Trading, and 62 in Food Manufacturing. The three classes were randomly assigned to three deadline conditions. Data were collected through an online survey and a final exam. This study found that there were significant differences in perceived learning and course satisfaction among high, medium, and low procrastinators, but there was no significant difference in academic performance among students at different procrastination levels. Low and medium procrastinators had significantly higher perceived learning and were significantly more satisfied with the course than high procrastinators. Among the three deadline condition groups, there were no significant differences in perceived learning and course satisfaction, however, the difference in academic performance was significant. The flexible deadline group achieved the best academic performance followed by the frequent and the self-imposed deadline groups. There was no interaction effect between procrastination and deadline conditions on any of the dependent variables. Limitations of the present study, recommendations for future research, and implications for practice are discussed.
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Date Issued: 2011
Identifier: CFE0003872, ucf:48760
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003872

Title: COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE.
Creator: Hess, Taryn, Gunter, Glenda, University of Central Florida
Abstract / Description: The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for...
Show moreThe use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
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Date Issued: 2010
Identifier: CFE0003221, ucf:48566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003221

Title: A CULTURAL-HISTORICAL ACTIVITY THEORY ANALYSIS OF FACTORS AFFECTING TECHNOLOGY ADOPTION BY HIGHER EDUCATION PROGRAM FACULTY.
Creator: Marquez, Rolando, Gunter, Glenda, University of Central Florida
Abstract / Description: Background: Researchers have revealed that among the reasons provided as barriers to the adoption of technology are: lack of technology resources, time, professional development and support (National Council for the Accreditation of Teacher Education, 1997; Parker, 1996; Sheldon & Jones, 1996; Sheldon & Jones, 1996; NCATE, 1997; Shelly, Gunter & Gunter, 2010, U.S. Congress, 1995). Several models used to explain the usage of technology within education such as the Technology Acceptance Model ...
Show moreBackground: Researchers have revealed that among the reasons provided as barriers to the adoption of technology are: lack of technology resources, time, professional development and support (National Council for the Accreditation of Teacher Education, 1997; Parker, 1996; Sheldon & Jones, 1996; Sheldon & Jones, 1996; NCATE, 1997; Shelly, Gunter & Gunter, 2010, U.S. Congress, 1995). Several models used to explain the usage of technology within education such as the Technology Acceptance Model (TAM) have been somewhat ineffective in explaining or providing a holistic view of the factors that come into play when examining technology infusion and diffusion as they account for a limited percentage of variance (Legris, Ingham & Collerete, 2003; Pan, Gunter, Sivo & Cornell, 2005). Purpose: To better understand the choices that faculty members make in their use of educational technologies and media and to determine why some technologies such as blackboard have been widely adopted, but others have not. The following research question was formulated to guide the study: "Why do faculty members in higher education make the instructional choices they do with respect to educational technologies and media? Also, how can the use of Cultural-Historical Activity Theory (CHAT), as a more robust framework, offer an increase in explanatory power to better enable the understanding of a multitude of factors that impact the adoption and use of certain media technologies? Setting: A technology rich department at a college of a large urban university in the Southeastern United States. Participants: Three faculty members who taught in the department. Research Design: Qualitative multi-site case study informed by Engeström's CHAT(Engeström, 1987). Data Collection and Analysis: Document analysis, individual interviews, and laboratory and classroom observations provided data. Qualitative data analysis that employed qualitative inquiry research was informed by Creswell's "data analysis spiral" and Engeström's CHAT. Findings: Visits at the institution presented several of the key ideas in the CHAT framework including contradictions within the media selection activity and tensions at the primary, secondary, tertiary and quaternary levels. Additional themes included group work, autonomy, media as a tool to achieve learning goals, caring for students, early adopters, and relevance with current trends.
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Date Issued: 2011
Identifier: CFE0003665, ucf:48833
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003665

Title: A Model-Based Approach to Mobile Learning and Digital Literacy.
Creator: Ramsey, Zena, Gunter, Glenda, Kaplan, Jeffrey, Hartshorne, Richard, Coggins, Patrick, University of Central Florida
Abstract / Description: The purpose of this research study was to 1) explore models of technology implementation programs and professional development interventions that promote the successful integration of mobile devices (iPads) in a small elementary school in a large Central Florida school district, and 2) identify the needs of the instructional staff to design a professional development intervention to meet these needs. This school will be referred to as School A.In the U.S., the ownership of mobile devices,...
Show moreThe purpose of this research study was to 1) explore models of technology implementation programs and professional development interventions that promote the successful integration of mobile devices (iPads) in a small elementary school in a large Central Florida school district, and 2) identify the needs of the instructional staff to design a professional development intervention to meet these needs. This school will be referred to as School A.In the U.S., the ownership of mobile devices, such as iPads is on the rise. For example, 88% of American teenagers between ages 13 and 17 have access to a mobile phone, and 73% of teenagers have a smartphone (Pew Research Center, 2015). This has increased from 2013, when 78% of teenagers ages 12-17 had a cell phone, 47% of which were smartphones (Pew Research Center, 2013). Also, 58% of teens in this age group have a tablet (Pew Research Center, 2015). These devices, over other devices such as desktop computers, are becoming more commonly used to access the Internet (Pew Research Internet Project, 2014). This rise in mobile device ownership and usage by students and young adults in their daily lives has prompted educators to look toward mobile devices as potential educational tools to engage students (Herro, Kiger, (&) Owens, 2013). Developments in mobile technology have made these devices more accessible and versatile with Wi-Fi capabilities and a variety of applications (Wu et al., 2012).In this research study, a case study design using mixed methods was used to identify problems that exist in teachers' using and integrating iPads and to suggest solutions. The mixed-method data collection incorporated elements of qualitative research through a case study and elements of quantitative analysis through the use of descriptive statistics. An iPad survey was developed by the researcher and used to gather qualitative data at School A regarding teacher perceptions and experiences related to integrating iPads into classroom instruction. The sample population (n = 15) consisted of classroom teachers, support teachers, and academic coaches. The total population of teachers at School A was 34. Teacher responses were analyzed for common emergent themes as well as through the use of descriptive statistics consistent with data analysis methods for case study research (Cresswell, 2006). Additional qualitative data was gathered through the review of documents related to School A's iPad initiative and observational data regarding teacher training, and the applications loaded and used on the iPads were gathered via the researcher's role as the Apple Program Facilitator. Demographic data was also collected via the iPad survey and analyzed using descriptive statistics.The results revealed that 23% percent of teacher respondents were not currently integrating iPads into their classroom instruction, whereas 73% of teacher respondents reported that they were. Common instructional activities and strategies implemented via iPads included small group instruction, assessment, research, and projects. Additionally, it was found that 53% of the teacher respondents expressed interest in face-to-face (F2F) or Web-based professional development (PD) sessions, which included both users and non-users of the iPads. Further research should be conducted regarding how to best maximize teacher involvement in PD designed to train them how to effectively integrate iPads into their classroom instruction, and how to evaluate the effectiveness of a mobile device PD program, once in place, with respect to how classroom instruction is enhanced through the integration of the iPads and the impact on student learning.
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Date Issued: 2016
Identifier: CFE0006700, ucf:51910
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006700

Title: Kindergarten through twelfth grade student perception of online courses and qualities that lead to course completion.
Creator: Peterson, Jennifer, Gunter, Glenda, Swan, Bonnie, Vitale, Thomas, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was two-fold, to understand student perception of the supplemental online courses and improve the online learning program at ABC Online Learning School. The study focused on students in Grades 6 -12 who belonged to the ABC School District and enrolled ABC Online Learning School high school credit courses to supplement their education. Student participants were asked to complete the Student Survey of Online Course Design. The data retrieved from the survey was...
Show moreThe purpose of this study was two-fold, to understand student perception of the supplemental online courses and improve the online learning program at ABC Online Learning School. The study focused on students in Grades 6 -12 who belonged to the ABC School District and enrolled ABC Online Learning School high school credit courses to supplement their education. Student participants were asked to complete the Student Survey of Online Course Design. The data retrieved from the survey was analyzed using the Spearman correlation to establish the strength of the relationship between student perception of quality online course design and the importance of specific components of the online course. The results indicated that as student perception of quality increased, their perception of the importance of the component increased as well. Additionally, a logistic regression formula was used to test the ability to predict successful online course completions based on the developer of the online course (instructor-developed or vendor-developed) and the type of credit the student would earn based on completion (original credit or credit retrieval/recovery). The results of the analysis of the logistic regression showed that developer of the online course and type of credit earned did not have a significant influence on successful course completions. The study is significant because, in Florida, K-12 online courses are funded based on successful course completion and students are required to successful complete an online course to earn a high school diploma.
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Date Issued: 2018
Identifier: CFE0007356, ucf:52099
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007356

Title: Discovering Latent Gender Bias in Children's STEM Literature.
Creator: Herlihy, Christine, Campbell, Laurie, Butler, Malcolm, Gunter, Glenda, Grauerholz, Liz, University of Central Florida
Abstract / Description: A mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered...
Show moreA mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered AND preferred the images indicated differences existed between boys and girls. Children preferred images perceived as matching their own, with statistical significance. Girls were found to prefer images less than boys AND they were more likely to gender the images. Children were more likely to give gender to the 50 images considered in the study, than to non-gender them. The gendering and preference was found to be statistically significantly higher for anthropomorphic and personified inanimate images. Additionally, a content analysis of eight award winning and popular selling STEM children's books were conducted and were found to contain biased narratives and image content. A content analysis found significant differences relating to the frequency of character representation in the eight books. Analysis indicated a higher lexical representation of females to males, and image representation was more male than female. Further analysis of additional books and images is warranted from the findings of this exploratory study.
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Date Issued: 2019
Identifier: CFE0007890, ucf:52797
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007890

Title: Media Literacy Implementation in Florida: Perceptions of High School Principals and Language Arts Curriculum Leaders.
Creator: Ritchie, Andrew, Taylor, Rosemarye, Cartwright, Vickie, Murray, Kenneth, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to...
Show moreThe purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to research, evaluation, and communication with various types of media. The standard was introduced in Florida public schools in 2007 with its inclusion in the Next Generation Sunshine State Standards. High school principals and Language Arts Curriculum Leaders (LACLs) in the English/ Language Arts area were participants in this research because of their role in determining curriculum goals in Florida public schools. The Media Literacy Standard Questionnaire was sent to the principal and the department head of the English department in each participating school district. The results of this study suggested that those high school principals and LACLs that completed the Media Literacy Standard Questionnaire perceived the Florida Media Literacy Standard to be implemented in their schools. Over 80% of principals and LACLs reported (")strongly agree(") or (")agree(") with statements that reflected active implementation processes in school classrooms. Principals and LACLS reported use of the school Media Specialist, attendance at professional development and learning sessions, and making use of Professional Learning Communities as valuable strategies toward implementing the Florida Media Literacy Standard. Time and access to technology were two of the most commonly cited perceived barriers to the implementation process. Principals and LACLs both reported limited Media Center access for teachers due to standardized testing practices in Florida public high schools. Although many principals and LACLs reported that they perceived the Florida Media Literacy Standard to be implemented in their schools, the low response rate of 24.18% and conflicting data with regards to perceived barriers raise questions about the extent to which the results of this study can be generalized to the population of Florida public high schools. Further research is recommended to clarify the conflicting responses related to perceived barriers to implementation such as interviewing participants.
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Date Issued: 2011
Identifier: CFE0004159, ucf:49069
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004159

Title: The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning.
Creator: Ao, Yu, Sivo, Stephen, Gunter, Glenda, Beverly, Monifa, Martin, Suzanne, University of Central Florida
Abstract / Description: This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories,...
Show moreThis study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.
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Date Issued: 2012
Identifier: CFE0004512, ucf:49270
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004512

Title: An Evaluation of a New Course Modality: A Pilot Study of Cross-Listed Courses at DeVry University.
Creator: Sapijaszko, Karol, Hopp, Carolyn, Gunter, Glenda, Boote, David, Swan, Bonnie, University of Central Florida
Abstract / Description: Devry University, a private for-profit higher education institution, generates its revenue exclusively by students' tuition. In addition, DeVry University offers courses via two modalities: blended and online. Unfortunately, Devry University has seen its student enrollments decline over the last few years. Because of lower student enrollment levels, DeVry University has had to limit its course offerings. The problem of practice addressed in this dissertation is an insufficient number of...
Show moreDevry University, a private for-profit higher education institution, generates its revenue exclusively by students' tuition. In addition, DeVry University offers courses via two modalities: blended and online. Unfortunately, Devry University has seen its student enrollments decline over the last few years. Because of lower student enrollment levels, DeVry University has had to limit its course offerings. The problem of practice addressed in this dissertation is an insufficient number of blended course offerings for current DeVry students.To remedy this problem, an initiative was started at DeVry University to address the insufficient number of blended course offerings and to pilot a new course modality, cross-listed (C-L) courses, in the March 2014 session at four campus locations. More specifically, this initiative involved offering several sections of CIS115 (Logic and Design with Lab) in its C-L modality. C-L courses combine students registered in more than one modality: in this case, blended and online modalities. Upon completion of the pilot offering of C-L courses, an evaluation was conducted to determine if the new C-L modality had a positive impact on addressing the stated problem of practice.This evaluation used an outcome-oriented post-test only design with non-equivalent groups (quasi-experiment) coupled with qualitative components. The quasi-experiment compares outcomes of students enrolled in C-L courses (the treatment group) with students enrolled in blended and online courses (comparison groups) using post-achievement data. The results of the evaluation revealed that students who completed the C-L CIS115 courses performed as well as students who completed blended or online CIS115 courses, considering their course satisfaction levels and course outcomes. Professors' perceptions of the C-L modality were also analyzed; results indicate that professors are willing to endorse the new modality but not without suggesting some improvements. The evaluation also revealed that there was an increase in the number of blended courses offered at DeVry University campuses, suggesting that the problem of practice may be addressed by this initiative. Recommendations for further studies include repeating the pilot offering in the C-L modality, with the inclusion of professors' suggestions for improvement identified in this study. These improvements include providing campus-based professors with an ability to broadcast and record their classroom lectures for the benefit of all students enrolled in C-L courses.
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Date Issued: 2015
Identifier: CFE0005884, ucf:50880
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005884

Title: Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies.
Creator: Cook, Christina, Hopp, Carolyn, Gunter, Glenda, Hewitt, Randall, Vitale, Thomas, University of Central Florida
Abstract / Description: The purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in...
Show moreThe purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in technology and its fidelity to engage learners in a realistic way. Despite these advances, the lack of effective design, implementation and analysis of military simulation training programs in the military intelligence community has led to a decrease in simulation utilization, as in the case of the organization examined in this problem of practice. The current training program's increasing difficulties with consistent use by military intelligence simulation scenario designers were discovered in the results of a gap analysis conducted in 2014, prompting this design. This simulation design aimed to examine: (1) a research-based design methodology to match training requirements for the designers, (2) formative assessment of performance and (3) a research-based evaluation framework to determine the effectiveness of the new training program. For the organization's training program, a Simulation-Based Embedded Training (SBET) solution using scenarios was conceived based on research grounded in cognitive theory and instructional design considerations for simulations. As a structured framework for how to design and implement an effective and sustained training program, the educational instructional design model, ADDIE, was used. This model allowed for continual flexibility in each phase to evaluate and implement changes iteratively. The instructional model and its techniques were used with fidelity, specifically for training the designers of the simulation system. Industries will continue to increase the use of simulation as advances in technologies offer more realistic, safe, and complex training environments.A detailed strategy was provided specific to the organization using a research-based instructional approach integrated into program requirements set forth by the government. This proposed solution, supported by research in the application of instructional strategies, is specific to this organization; however, the training program design differs from other high-fidelity military simulator training programs through its use of dispersed training to the simulation scenario designers using realistic scenarios to mimic the tasks that the designers themselves must create. The difference in the solution in this dissertation in practice is: 1) that the simulation scenarios are designed without the help of subject matter experts by using the embedded instructional strategies and 2) the design is to the fidelity of realism required for military intelligence training exercises.
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Date Issued: 2018
Identifier: CFE0006990, ucf:51617
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006990

Title: The Integration of Technology Into Instruction by Elementary Teachers In Brevard County, Florida: An Investigative Study.
Creator: Spainhour, Cynthia, Allen, Kay, Gunter, Glenda, Xu, Lihua, University of Central Florida
Abstract / Description: Technology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated (")it is critical to understand teachers' perspectives regarding computer integration in the classrooms(") (p.1523). With the Improving America's Schools...
Show moreTechnology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated (")it is critical to understand teachers' perspectives regarding computer integration in the classrooms(") (p.1523). With the Improving America's Schools Act of 1994 (Public Law 103-382) the integration of technology in schools should be strongly evident. Currently, twenty years after the commitment to develop technologically literate students, technology integration should be well defined, seamless in its usefulness within the learning environment, a part of the very fabric of the educational setting, and consist of a proven track record verifying the positive results for utilization in student learning and achievements. However, a review of the relevant literature revealed the goal has not been achieved and the same issues related to the integration of technology into education are still being discussed, researched, and questioned today as they were in its infancy (Anthony, 2011; Bauer (&) Kenton, 2005; Roschelle, Pea, Hoadley, Gordin, (&) Means, 2000). Allowing teachers to voice what integration meant to them in both practice and definition and the barriers encountered, could shed light on the underutilization of use discovered in literature. New insights provided from teachers could also be utilized by administration and policymakers towards the development of new policies and mandates. Taking a qualitative, investigative approach, two individual and two focus group (n=6, n=8) interviews from four elementary schools in Brevard County were conducted which focused on understanding the practices and experiences of teachers. Results found time, support structures provided by administration, and specific professional development and training's were challenges that hampered successful implementation.
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Date Issued: 2015
Identifier: CFE0006007, ucf:51025
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006007

online learning (5)	+ -
motivation (4)	+ -
blended learning (2)	+ -
distance education (2)	+ -
doctoral students (2)	+ -

eLearning (2)	+ -
education (2)	+ -
evaluation (2)	+ -
high school (2)	+ -
instructional design (2)	+ -
social presence (2)	+ -
technology (2)	+ -
technology adoption (2)	+ -
American history (1)	+ -
Assessments in Virtual Education (1)	+ -
Attitudes Towards Culture and Language (1)	+ -
Bias (1)	+ -
Blended Courses (1)	+ -
CHAT (1)	+ -
Chinese (1)	+ -
Classroom instruction (1)	+ -
Community of Inquiry (1)	+ -
Confidence (1)	+ -
Culture (1)	+ -
Design Based Research (1)	+ -
Design of online instructions (1)	+ -
Digital literacy (1)	+ -
East Asian (1)	+ -
Education (1)	+ -
Evaluation Study (1)	+ -

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Gunter, Glenda (38)	+ -
University of Central Florida (38)	+ -
Vitale, Thomas (10)	+ -
Boote, David (8)	+ -
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