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- Title
- Analyzing Faculty Attitudes and Actions Surrounding Distance Education Accommodations and Inclusiveness Based On UDL Principles.
- Creator
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Cash, Catherine, Cox, Thomas, Vitale, Thomas, Preston, Michael, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which...
Show moreAs distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which was adapted into the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to focus on faculty teaching fully online courses. The ITSI-DE measured the following seven constructs: (a) Accommodations, (b) Accessible Course Materials, (c) Course Modifications, (d) Inclusive Lecture Strategies, (e) Inclusive Classroom, (f) Inclusive Assessment, and (g) Disability Law and Concepts (Lombardi et al., 2015). Exploratory factor analyses (EFA) affirmed a five-factor structure for action subscales, and seven-factor structure for attitudinal subscales for the ITSI-DE. The internal consistency calculated for the ITSI-DE was consistent with prior values reported for the ITSI, which ranged from .70 to .85 (Lombardi et al., 2013). A Pearson product moment correlation was performed, which confirmed a statistically significant correlation between faculty attitudes and actions. Next, a multivariate analyses of variance (MANOVA) was performed to examine if significant differences existed between faculty attitudes and actions based on instructional rank, college, age, or gender. Results affirmed statistically significant differences between faculty attitudes and actions based on gender. Lastly, no significant findings were associated with the three chi square test of association that were performed to identify if college, age, or gender influenced preferred methods of training on inclusive teaching practices. Descriptive statistics indicated the largest percentage of faculty preferred to receive information and training on inclusive teaching practices via online methods (46.8%) versus face-to-face methods (34.3%) and hard copy print methods (18.9%).
Show less - Date Issued
- 2018
- Identifier
- CFE0007747, ucf:52399
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007747
- Title
- A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
- Creator
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Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
- Abstract / Description
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Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
Show less - Date Issued
- 2017
- Identifier
- CFE0006602, ucf:51280
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006602
- Title
- Rumination and executive dysfunction: Risk factors for vascular depression.
- Creator
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Brush, David, Paulson, Daniel, Rapport, Mark, Bohil, Corey, University of Central Florida
- Abstract / Description
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Introduction: The widely-supported vascular depression hypothesis is underspecified with respect to cognitive mechanisms by which high cerebrovascular burden (CVB) and neuropathology relate to depressive symptoms. Integration of the vascular depression hypothesis with the CaR-FA-X model, a framework of affect regulation mechanisms, suggest that Rumination (R) and executive dysfunction (X) may increase due to altered recruitment of the dorsolateral prefrontal cortex resulting from high CVB and...
Show moreIntroduction: The widely-supported vascular depression hypothesis is underspecified with respect to cognitive mechanisms by which high cerebrovascular burden (CVB) and neuropathology relate to depressive symptoms. Integration of the vascular depression hypothesis with the CaR-FA-X model, a framework of affect regulation mechanisms, suggest that Rumination (R) and executive dysfunction (X) may increase due to altered recruitment of the dorsolateral prefrontal cortex resulting from high CVB and underlying neuropathology. This process would contribute to depressive symptomatology among older adults with high CVB. The progression of examined hypotheses included mediation models examining mechanistic relationships between predictors (CVB, DLPFC activation), cognitive correlates (rumination, executive functioning), and affective outcomes (depressive symptoms). Method: A sample of 52 community-dwelling, stroke-free, individuals over the age of 70, without history of severe mental illness, dementia, or severe cognitive impairment, completed the Ruminative Responses Scale, provided self-reported cerebrovascular burden data (cardiac disease, hypertension, diabetes, high cholesterol), and completed executive function tasks (Stroop, Flanker) while their hemodynamic response was measured using fNIRS. The Geriatric Depression Scale was used to assess depressive symptomatology. Prefrontal cortical recruitment was assessed using functional near-infrared spectroscopy (fNIRS).Results: A progression of conventional and bootstrapped regression-based models broadly supported relationships between CVB and depressive symptoms, but not between DLPFC activation and depressive symptoms. No mechanistic relationships were found, with respect to analyses testing prospective cognitive mediators.Conclusions: Primary findings from this study indicate that cerebrovascular burden predicts depressive symptomatology among older adults and is related to a reduction in inhibitory control ability. Further, these findings inform CVB measurement and mental health implications of contrasting approaches to CVB measurement. A primary contribution of this thesis is that results appear to support utilization of fNIRS, a low-cost and accessible neuroimaging paradigm, for the study of lateralized cognition among older adults.
Show less - Date Issued
- 2018
- Identifier
- CFE0006981, ucf:51648
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006981
- Title
- Design and Implementation Plan for the "I Am Potential" Financial Literacy Education Program.
- Creator
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Louis, Tureka, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
- Abstract / Description
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ABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather...
Show moreABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program's design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) (-) an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The (")I Am Potential(") Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. Themodel accommodates the subsequent addition of coursework for enhancement in other life domains.
Show less - Date Issued
- 2014
- Identifier
- CFE0005203, ucf:50620
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005203
- Title
- Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
- Creator
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Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
- Abstract / Description
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Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
Show less - Date Issued
- 2017
- Identifier
- CFE0006857, ucf:51742
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006857
- Title
- The Effect of Feedback Medium on Accuracy with English Articles.
- Creator
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Giltner, Elizabeth, Nutta, Joyce, Purmensky, Kerry, Clark, M. H., Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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Developing and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students...
Show moreDeveloping and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students who have attained those minimum scores is large, there is a large population of adult NNESs enrolled in intensive English programs (IEPs) that are designed to help them improve their proficiency in English and again admission into mainstream university courses. Given that many university instructors require the submission of written work that demonstrates students' understanding of course content, perhaps the most important academic skill developed in IEPs is writing. Furthermore, the lack of attention given to addressing grammatical errors at the tertiary level highlights IEP instructors' need for effective and efficient methods of addressing grammatical errors in NNES writing.The present quantitative study used two experimental designs, a pretest-posttest design and a posttest-only design with proxy pretest (Campbell (&) Stanley, 1963), to investigate the efficacy of two types of indirect corrective feedback (CF) for improving adult, IEP-enrolled, intermediate level NNES writers' (participants) grammatical accuracy in academic papers. Grammatical accuracy for this study was measured by counting the number of errors participants committed when using English definite and indefinite articles in academic papers. The independent variable for this study was the type of CF participants were randomly selected to receive (-) either screencast corrective feedback (SCF) or written corrective feedback (WCF). The dependent variable, which measured the effect of the CF given, was the number of errors participants made with English definite and indefinite articles on three compositions completed to satisfy the requirements of their IEP writing class. The results of the current research demonstrated that participants made similar gains in grammatical accuracy when using CF to revise descriptive compositions. These results are in keeping with the results of previous studies that showed the usefulness of CF for improving grammatical accuracy on revised compositions (Bitchener, 2008, Bitchener (&) Knoch, 2008, 2009a, 2009b, 2010a). However, the improvement observed on the revised descriptive compositions did not transfer to new classification essays, regardless of the type of CF participants received. Participants' lack of grammatical accuracy on new compositions of a different genre effectively illustrated the difficulty English articles pose for NNESs when writing and the need for multiple exposures to CF and writing practice to develop NNESs' ability to consistently use English articles accurately.The main implication of the present study lies in the recommendation of the provision of CF to NNES students and systematic instruction about how to use CF received in order to allow NNESs to become more self-sufficient learners and writers of English.
Show less - Date Issued
- 2016
- Identifier
- CFE0006106, ucf:51187
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006106
- Title
- Does Virtual Reality Elicit Physiological Arousal in Social Anxiety Disorder.
- Creator
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Owens, Maryann, Beidel, Deborah, Cassisi, Jeffrey, Bowers, Clint, Neer, Sandra, University of Central Florida
- Abstract / Description
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The present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported...
Show moreThe present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported arousal during the in vivo speech task as opposed to the VR speech task and (c) to determine whether individuals with SAD experience greater changes in physiological and self-reported arousal during each speech task compared to controls. Results demonstrated that the VR task was able to elicit significant increases in heart rate, skin conductance, and respiratory sinus arrhythmia, but did not elicit as much physiological or self-reported arousal as the in vivo speech task. In addition, no differences were found between groups. Clinical implications of these findings are discussed.
Show less - Date Issued
- 2013
- Identifier
- CFE0004906, ucf:49624
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004906
- Title
- CLAIMS OF MISTAKEN IDENTITY:AN EXAMINATION OF U.S. TELEVISION FOOD COMMERCIALS AND THE ADULT OBESITY ISSUE.
- Creator
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Delgado, Cristina, DeLorme, Denise, University of Central Florida
- Abstract / Description
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Obesity is one of the major public health issues in the United States, often regarded as part of a global crisis. Companies invest billions of dollars each year towards television advertising campaigns aimed at convincing audiences how their ground-breaking discovery 'battles the bulge' or somehow offers an increased health benefit. This study examined how advertisers presented health-related claims, including health and nutrient-content claims, in U.S. adult-targeted television food...
Show moreObesity is one of the major public health issues in the United States, often regarded as part of a global crisis. Companies invest billions of dollars each year towards television advertising campaigns aimed at convincing audiences how their ground-breaking discovery 'battles the bulge' or somehow offers an increased health benefit. This study examined how advertisers presented health-related claims, including health and nutrient-content claims, in U.S. adult-targeted television food commercials. The claims were compared to FTC, FDA, and USDA laws, regulations, and recommendations. A content analysis of food advertising was conducted of commercials from major and cable network programs broadcast during prime-time in the first quarter of 2009. The majority of claims match current regulations when compared to Federal references. The results show that Nutrient and Wellness claims were the most frequently cited. The type of benefit, Healthy Eating, emerged almost 3 times more than any other benefit type. This is also similar to those results which suggest advertisers' intentions were to promote overall wellness in their content delivery. As such, the Wellness Approach was identified and conceptualized, leading towards full development of a Wellness Effect theory. Implications and future research opportunities are discussed on both a theoretical and practical level.
Show less - Date Issued
- 2009
- Identifier
- CFE0002565, ucf:48260
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002565
