Current Search: Orwig, Gary (x)
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(1 - 7 of 7)
- Title
- Fatigue : investigation of a human factor for aviation curricula.
- Creator
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Weitzel, Thomas R., Orwig, Gary W., Education
- Abstract / Description
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University of Central Florida College of Education Thesis; This descriptive study investigated the perceived problem of human fatigue as an operational consideration within the U.S. air carrier industry and the status of fatigue as content within U.S. aviation education/training curricula. An instrument was developed and expert-validated for self-completion by the following three groups (each with its sample size): (a) aviation higher education, represented by a mailing to 50 individuals; (b)...
Show moreUniversity of Central Florida College of Education Thesis; This descriptive study investigated the perceived problem of human fatigue as an operational consideration within the U.S. air carrier industry and the status of fatigue as content within U.S. aviation education/training curricula. An instrument was developed and expert-validated for self-completion by the following three groups (each with its sample size): (a) aviation higher education, represented by a mailing to 50 individuals; (b) air carrier training/management, represented by a mailing to 50 individuals; and (c) a professional training group of 58 general aviation flight instructors, with administration by the researcher during scheduled company meetings. The resultant SPSS data set consisted of 116 cases. Eight demographic variables were reported and analyzed with the analysis of variance; and the definition of fatigue, a multiple choice item, was tested for the chi-square goodness-of-fit distribution. The remaining 21 variables were subjected to a factor analysis, utilizing principal-axis fatoring for extraction; orthogonal rotation, which forced the derived factors to be uncorrelated; and varimax, a variance maximizing procedure. The resultant 8 factors removed the duplication from the 21 correlated variables and, when scored, became variables within the SPSS data set. The normalized factor scores were subjected to analysis of variance and post hoc comparison for any significance of difference between the three groups; minor group differences were found for three of the eight factors. The data supported the literature review with respect to human fatigue being perceived as an operational consideration on the flightdecks of U.S. air carriers. The data and the literature also indicated that fatigue is present as content within U.S. aviation curricula. However, the answers to both research questions involved a matter of degree. Additionally, the data indicated that not all students within U.S. aviation have exposure to fatigue content within their curricula. Teaching the concepts and management of fatigue to some of these student may be as important as (more important than) fatigue as curricular content for flight crews. Future research in the development of a curriculum paradigm for human fatigue in U.S. aviation might utilize the eight factors derived as constructs by the factor analysis utilized in this study.
Show less - Date Issued
- 1997
- Identifier
- CFR0010873, ucf:53051
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0010873
- Title
- COMPUTER-BASED INSTRUCTIONAL SYSTEMS DESIGN TOOLS: CURRENT STATE AND IMPLICATIONS FOR THE FUTURE.
- Creator
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Andrews, Anna, Orwig, Gary, University of Central Florida
- Abstract / Description
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This study examines the current state of computer-based instructional systems design (ISD) tools and outlines its implications for the future. The study utilizes the grounded theory methodology to capture and document modern instructional designers' perspectives regarding the current state of ISD tools, the issues associated with them, and their interrelationships. The study also presents a framework for classifying modern ISD tools and a conceptual prototype of a designer-oriented system...
Show moreThis study examines the current state of computer-based instructional systems design (ISD) tools and outlines its implications for the future. The study utilizes the grounded theory methodology to capture and document modern instructional designers' perspectives regarding the current state of ISD tools, the issues associated with them, and their interrelationships. The study also presents a framework for classifying modern ISD tools and a conceptual prototype of a designer-oriented system of computer-based ISD tools.
Show less - Date Issued
- 2006
- Identifier
- CFE0001431, ucf:47050
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001431
- Title
- THE EFFECT OF DIFFERENT PRESENTATION FORMATS OF HYPERTEXTANNOTATIONS ON COGNTIVE LOAD, LEARNING AND LEARNER CONTROL.
- Creator
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Yao, Yuanming, Orwig, Gary, University of Central Florida
- Abstract / Description
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This dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students' learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate...
Show moreThis dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students' learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate students in a state university at College of Education.No single effect of annotation presentation format on cognitive load was found, but an interaction effect on cognitive load was revealed between annotation presentation formats and pre-existing knowledge in this study of online education, similar to the interaction effect between annotation presentation formats and learners' reading experience found in traditional textbook learning (Yeung, Jin and Sweller, 1998; Yeung, 1999). Besides, students' computer experience also had a significant impact on their perceived cognitive load. One more key finding from this study was that the embedded annotation presentation format generated the least learner control, significantly different from other annotation presentation formats.
In conclusion, an adaptive approach to the design of annotation presentation formats is recommended, for example, individual differences including learners' familiarity with content should be considered along with different annotation presentation formats so as to reduce learners' overall cognitive load. Additionally, learners' computer experience should be examined when hypertext annotations are used. Finally, choices of annotation presentation formats should be well-conceived to balance cognitive load, learning, and learner control.
Show less - Date Issued
- 2006
- Identifier
- CFE0001201, ucf:46950
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001201
- Title
- THE EFFECT OF COGNITIVE STYLES UPON THE COMPLETION OF A VISUALLY-ORIENTED COMPONENT OF ONLINE INSTRUCTION.
- Creator
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Lee, Jia-Ling, Orwig, Gary, University of Central Florida
- Abstract / Description
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This study was designed to examine whether a person's prepositioned cognitive style influenced learning achievement in a visually-oriented task for an online learning environment in higher education. Field dependence-independence was used to identify individuals' cognitive styles. A true experimental study was conducted in the fall 2005 term at the University of Central Florida. This researcher followed Dwyer and Moore's research (1991, 2002) and divided learners into three groups (field...
Show moreThis study was designed to examine whether a person's prepositioned cognitive style influenced learning achievement in a visually-oriented task for an online learning environment in higher education. Field dependence-independence was used to identify individuals' cognitive styles. A true experimental study was conducted in the fall 2005 term at the University of Central Florida. This researcher followed Dwyer and Moore's research (1991, 2002) and divided learners into three groups (field dependent [FD], field neutral [FN], and the field independent [FI] students). Eighty-three preservice teachers participated in this study; the data from 52 of the FD and the FI participants were analyzed to answer research questions. The findings in this study supported those in the literature review; students from both FD and FI cognitive styles performed equally well in online learning environments. In addition, for providing introductory-level instruction on visually-oriented tasks in an online learning environment, instructions which emphasized an FD approach benefited both FI and FD students in their knowledge-based learning achievement. In this approach, extra cues and sequence of content might have been the reasons that students had higher scores on their knowledge-based learning achievement and satisfaction levels. The findings of this study also indicated that students could demonstrate higher performance-based learning achievement if they had more experiences on the subject matter and higher knowledge-based learning achievement if they felt the instructions were easy to follow and the workload of the module was manageable. Based on the findings and conclusions, the recommendations are: (1) A larger sample size is needed to generalize the findings of the study; (2) In this study, student-to-student and teacher-to-student interactions might affect students' learning achievement. Future studies should consider those interactions as factors and examine their effect on students' learning achievement.
Show less - Date Issued
- 2006
- Identifier
- CFE0001094, ucf:46773
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001094
- Title
- A PROBE INTO LEARNING APPROACHES AND ATTITUDES TOWARDS TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL) IN CHINESE INSTRUCTION.
- Creator
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Yuan, Rong, Orwig, Gary, University of Central Florida
- Abstract / Description
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This quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners' language proficiency and learners' attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners' demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could...
Show moreThis quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners' language proficiency and learners' attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners' demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could predict the above mentioned language proficiency and attitude. A cluster sampling method was adopted and data was collected in four Chinese departments at the institute. Both the learning approaches inventory ASSIST and the attitudes towards TELL survey were administered to 158 Chinese language learners. 137 valid responses were obtained. All data were input into SPSS for regression and correlation analyses. Conclusions of the study are as follows: 1. The surface and apathetic approach (p<.01) was a significant predictor for both learners' measured language proficiency and their self-perception of academic performance. 2. The strategic approach was a positive predictor for learners' attitudes towards TELL; whereas, surface and apathetic approach was a negative predictor for learners' attitudes towards TELL. 3. None of the learners' demographic variables could not predict either learners' language proficiency or their attitudes towards TELL. Implications for instructional design, curriculum development, teacher education, as well as relevant research issues were discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000829, ucf:46675
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000829
- Title
- A RELATIONAL DIFFUSION NETWORK STUDY OF SYNCHRONOUS AND ASYNCHRONOUS INTERNET-BASED FACULTY'S PERSONAL NETWORK EXPOSURE MODELS RELATED TO DISCUSSIONS ABOUT TEACHING ONLINE.
- Creator
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Pick, Dorothy, Orwig, Gary, University of Central Florida
- Abstract / Description
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For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the...
Show moreFor many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.
Show less - Date Issued
- 2006
- Identifier
- CFE0000967, ucf:46712
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000967
- Title
- FACTORS THAT INFLUENCE TRANSFER OF HAZARDOUS MATERIAL TRAINING: THE PERCEPTION OF SELECTED FIRE-FIGHTER TRAINEES AND SUPERVISORS.
- Creator
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Bhati, Divya, Gary Orwig, Stephen A. Sivo,, University of Central Florida
- Abstract / Description
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This study examined the influence of factors on transfer of training and was based on the work of Broad and Newstrom (1992). For the purpose of this study the Broad and Newstrom (1992) transfer of training barriers are rephrased into positive statements. The nine transfer of training factors are: (1) reinforcement on the job; (2) little interference from immediate (work) environment; (3) supportive organizational culture; (4) trainees' perception of training programs being practical; (5)...
Show moreThis study examined the influence of factors on transfer of training and was based on the work of Broad and Newstrom (1992). For the purpose of this study the Broad and Newstrom (1992) transfer of training barriers are rephrased into positive statements. The nine transfer of training factors are: (1) reinforcement on the job; (2) little interference from immediate (work) environment; (3) supportive organizational culture; (4) trainees' perception of training programs being practical; (5) trainees' perception of relevant training content; (6) trainees' being comfortable with change and associated effort; (7) trainer being supportive and inspiring; (8) trainees' perception of training being well designed/delivered, and (9) peer support. This study explored the degree to which these factors influenced transfer of training in terms of on-the-job application. The study found supportive organizational culture to be the strongest predictor of transfer of training to on-the-job application. In addition, the degree of influence of Broad and Newstrom's (1992) nine factors varied with the thirteen locations. The study also found perception gaps between fire fighter trainees and their supervisor on factors influencing transfer of training. They differed on four factors: Supportive organizational culture, Perception of training programs being practical, Trainer being supportive and inspiring, and Perception of training being well designed/delivered.
Show less - Date Issued
- 2007
- Identifier
- CFE0001850, ucf:47353
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001850
