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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: How Millennials Engage in Social Media Activism: A Uses and Gratifications Approach.
Creator: Dookhoo, Sasha, Dodd, Melissa, Rubenking, Bridget, Brown, Tim, University of Central Florida
Abstract / Description: Millennials are the world's digital natives and its largest generation. A general perception of this generation is that they lack engagement in social-political issues. This study explores how Millennials are engaging in social media activism and whether online activism is driving offline activism behaviors. A quantitative survey of 306 participants was conducted to learn more about the gratifications Millennials obtain through social media and whether associations exist between their online...
Show moreMillennials are the world's digital natives and its largest generation. A general perception of this generation is that they lack engagement in social-political issues. This study explores how Millennials are engaging in social media activism and whether online activism is driving offline activism behaviors. A quantitative survey of 306 participants was conducted to learn more about the gratifications Millennials obtain through social media and whether associations exist between their online and offline activism behaviors. The results showed that Millennials engage in online activism behaviors to a greater extent than offline activism behaviors. Millennials primarily gratify intrinsic needs for interaction and belonging by engaging in social media activism behaviors. So-called (")slacktivism(") behaviors were most common among Millennials engaging in online activism. Similarly, online activism behaviors that require greater investment from Millennials were a good predictor of activism behaviors that occur offline. Results also demonstrate that, at an individual identification level, Millennials self-perceptions as activists predicted engagement in both online and offline activism.
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Date Issued: 2015
Identifier: CFE0005941, ucf:50794
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005941

Title: Design and Production of an Episodic Online Animation: Cairns of Apeiron.
Creator: Cadieux, Andrew, Mills, Lisa, Hadrika, Darlene, Sung, Stella, University of Central Florida
Abstract / Description: This paper describes the development of a feature length script and anindependent episodic animation to be distributed online. The goal is to show thatappealing animation can be achieved using digital tools, a limited animation workflow,few artists and a strict micro-production budget. I will detail the methods of animationused for the project and describe plans for its distribution to an online audience,including a market analysis and business plan.
Date Issued: 2017
Identifier: CFE0006860, ucf:51757
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006860

Title: The effects of an online coaching model on secondary co-teaching teams in algebra.
Creator: Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
Abstract / Description: Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
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Date Issued: 2017
Identifier: CFE0006745, ucf:51869
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006745

Title: A Study of Elementary Student Course Completion and Achievement in Virtual and Traditional Format Courses within the Volusia County School District.
Creator: Garzia, Janet, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Murray, Barbara, Kennedy, Mary, University of Central Florida
Abstract / Description: The focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2...
Show moreThe focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2.0 achievement level scores and the variables of virtual and traditional education in the School District of Volusia County. This study is significant, as the movement of virtual learning is driven by economic factors and learning outcomes need to be considered in making instructional delivery decisions.Chi-square analysis suggested no statistical significant difference existed in either Reading or Mathematics successful course completion of students in virtual and traditional settings. Chi-square analyses and a one-sample t-test suggested there was no statistical significant difference in performance of virtual and traditional students on FCAT 2.0 Reading and Mathematics achievement levels. Although the Chi-square analyses showed no statistical significance in performance of virtual and traditional students on final report card grades in Reading and Mathematics, the one-sample t-tests suggested there was a statistically significant difference. When interpreting these results, caution should be taken as the virtual student population was extremely disproportionate to the traditional student population. Implications for practice and recommendations for future study are suggested in this study.
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Date Issued: 2013
Identifier: CFE0004848, ucf:49713
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004848

Title: "THE IMPACT OF POLICY ON STUDENT SUCCESS IN SECONDARY ONLINE EDUCATION: A CASE STUDY OF FLORIDA VIRTUAL SCHOOL".
Creator: McPherson, Rhonda, Wan, Thomas, University of Central Florida
Abstract / Description: Florida Virtual School (FLVS) was established in 1997 as an online education alternative for the residents of Florida. The purpose of this study was to identify policy changes at the organizational, state, and federal levels that had the propensity to impact student success (as measured by student's final letter grade) at FLVS. In addition, this study identified which type of institutional isomporphic policy (coercive, mimetic, or normative) best classified major policy changes in the...
Show moreFlorida Virtual School (FLVS) was established in 1997 as an online education alternative for the residents of Florida. The purpose of this study was to identify policy changes at the organizational, state, and federal levels that had the propensity to impact student success (as measured by student's final letter grade) at FLVS. In addition, this study identified which type of institutional isomporphic policy (coercive, mimetic, or normative) best classified major policy changes in the organization from 1997-2007. The use of institutional theory as the guiding framework for this study proved to be beneficial and enabled the researcher to conclude which types of policy are the most effective in increasing student success in the secondary online education environment. This study utilized ANOVA and regression analysis to detect whether or not changes in policy at the organizational and federal level have a statistically significant impact on student success in the secondary online education environment. This study reveals that student success at FLVS is consistently decreasing and that the change is statistically significant. Regression analysis found that the policy changes at FLVS in this study explain some of the variance detected in the change in the mean, or GPA, of the school. This study found that both coercive and mimetic policies have a statistically significant impact on student success in the secondary online education environment as identified in the isomorphic mechanisms outlined in institutional theory. This study is important to the field of literature regarding secondary online education in that it opens the discussion regarding types of policy and the potential impact that policy changes have on student success in the secondary online education environment. In addition, this study serves as a framework upon which future studies can be conducted and are recommended in this study.
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Date Issued: 2008
Identifier: CFE0002423, ucf:47741
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002423

Title: VIRTUAL HOOD: EXPLORING THE HIP-HOP CULTURE EXPERIENCE IN A BRITISH ONLINE COMMUNITY.
Creator: Cherjovsky, Natalia, Grajeda, Anthony, University of Central Florida
Abstract / Description: In this fast-paced, globalized world, certain online sites represent a hybrid personal-public sphereÃ‚Â–where like-minded people commune regardless of physical distance, time difference, or lack of synchronicity. Sites that feature chat rooms and forums can offer a deep-rooted sense of community and facilitate the forging of relationships and cultivation of ideologies. This dissertation investigates whether this trend is relevant to web sites concerning hip-hop. This...
Show moreIn this fast-paced, globalized world, certain online sites represent a hybrid personal-public sphereÃ‚Â–where like-minded people commune regardless of physical distance, time difference, or lack of synchronicity. Sites that feature chat rooms and forums can offer a deep-rooted sense of community and facilitate the forging of relationships and cultivation of ideologies. This dissertation investigates whether this trend is relevant to web sites concerning hip-hop. This genre is arguably one of the most pervasive and influential global cultural forms, yet it is markedly different from most other forms of globalized culture because it emerged within and is still embedded in a distinct subculture. The notion that the Internet could become a bastion for hip-hop fans is quite paradoxical: hip hop is a cultural form so deeply rooted in the sense of place and so invested in its relationship to spatiality that it could potentially pose a particular challenge to the notion of virtual communities. This research examines the virtual hip-hop experience in the UK in order to assess whether this music and the culture that surrounds it have been adopted in their original American form or whether they have been adapted to make them more relevant to their new locale. In particular, the study probes how the ideology, values, behaviors and attitudes that bestride American hip-hop are represented, consumed, and reproduced on the mediated world of web sites.
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Date Issued: 2010
Identifier: CFE0003029, ucf:52843
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003029

Title: The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities.
Creator: Straub, Carrie, Vasquez, Eleazar, Wienke, Wilfred, Dieker, Lisa, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction...
Show moreThis study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.
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Date Issued: 2012
Identifier: CFE0004606, ucf:49937
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004606

Title: The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Creator: Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
Abstract / Description: The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
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Date Issued: 2017
Identifier: CFE0006861, ucf:51754
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006861

Title: A SOCIAL COGNITIVE APPROACH TOWARDS UNDERSTANDING THE EFFECTS OF POPULAR POKER TELEVISION SHOWS ON COLLEGE STUDENTS.
Creator: Londo, Marc, Shaver, Dan, University of Central Florida
Abstract / Description: Tournament poker shows have become a leading ratings draw on American television. Since ESPN and the Travel Channel began airing their innovative poker shows in 2003, the game has reached a new following, particularly among college students. There are unique and psychologically significant factors that characterize the college population that make students particularly receptive to popular characterizations in media. This study investigates the potential exacerbating effect that these widely...
Show moreTournament poker shows have become a leading ratings draw on American television. Since ESPN and the Travel Channel began airing their innovative poker shows in 2003, the game has reached a new following, particularly among college students. There are unique and psychologically significant factors that characterize the college population that make students particularly receptive to popular characterizations in media. This study investigates the potential exacerbating effect that these widely popular poker television shows have on the gambling behavior of college students. 444 college students completed a survey designed to assess gratifications sought through media along with measures of attitudes, gambling behavior, and social systems. Using Social Cognitive Theory as a framework of influence, exposure to these shows – ranging from the individual student to the overall college environment – was assessed and evaluated. Results indicated that student gambling is strongly correlated to viewership of poker shows, particularly among younger students. This was especially seen among students who utilized the online gambling option. Gambling behavior of peers wasn't shown to be a strong influence for student gambling. However, excitement was shown to be a strong variable that should be looked at closer.
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Date Issued: 2006
Identifier: CFE0001087, ucf:46781
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001087

Title: A Value Sensitive Design Approach to Adolescent Mobile Online Safety.
Creator: Ghosh, Arup Kumar, ,, University of Central Florida
Abstract / Description: With the rise of adolescent smartphone use, concerns about teen online safety are also on the rise. A number of parental control apps are available for mobile devices, but adoption of these apps has been markedly low. To better understand these apps, their users, and design opportunities in the space of mobile online safety for adolescents, we have conducted four studies informed by the principles of Value Sensitive Design (VSD). In Study 1 (Chapter 2), we conducted a web-based survey of 215...
Show moreWith the rise of adolescent smartphone use, concerns about teen online safety are also on the rise. A number of parental control apps are available for mobile devices, but adoption of these apps has been markedly low. To better understand these apps, their users, and design opportunities in the space of mobile online safety for adolescents, we have conducted four studies informed by the principles of Value Sensitive Design (VSD). In Study 1 (Chapter 2), we conducted a web-based survey of 215 parents and their teens (ages 13-17) using two separate logistic regression models (parent and teen) to examine the factors that predicted parental use of technical monitoring apps on their teens' mobile devices. Both parent and teen models confirmed that low autonomy granting (e.g., authoritarian) parents were the most likely to use parental control apps. The teen model revealed additional nuances, indicating that teens who were victimized online and had peer problems were more likely to be monitored by their parents. Overall, increased parental control was associated with more (not fewer) online risks. In Study 2 (Chapter 3), we conducted a structured, qualitative feature analysis of 75 Android mobile apps designed for promoting adolescent online safety. We found that the available apps overwhelmingly supported parental control through restriction and monitoring over teen self-regulation or parental active mediation. In Study 3 (Chapter 4), we conducted a qualitative analysis of 736 reviews of 37 mobile online safety apps from Google Play that were publicly posted and written by teens. Our results indicate that teen ratings were significantly lower than that of parents with 76% of the teen reviews giving apps a single star. Teens felt that the apps were overly restrictive and invasive of their personal privacy, negatively impacting their relationships with their parents. For our final study (Chapter 5), we developed a mobile app prototype suggesting alternative designs for keeping teens safe online and conducted a user study which showed that parents and children (ages 10-17) both significantly preferred our new app design over existing parental control apps. Both parents and children reported that our VSD informed design is less privacy-invasive for children and would improve communication and trust relationship between them. Yet, more work needs to be done to improve approaches for risk detection and mediation that support online safety. In summary, this research will enable researchers and designers to create more effective solutions for teen online safety that will help promote more positive parent-teen relationships.
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Date Issued: 2018
Identifier: CFE0007181, ucf:52256
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007181

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: Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2017
Identifier: CFE0006602, ucf:51280
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006602

Title: A Case Study Evaluation of Quality Standards and Online Faculty Development.
Creator: O'Brien, Erin, Gunter, Glenda, Hartshorne, Richard, Thompson, Kelvin, Vitale, Thomas, Haggerty, Dorothy, University of Central Florida
Abstract / Description: This dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate...
Show moreThis dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate stage of development, support, training and quality assurance measures for their sizes, online populations and for the length of time they have been involved in online learning. Findings revealed that both institutions had a quality assurance process in place that is appropriate to their location, population and faculty. There is much to be learned by examining the two different credentialing and quality assurance approaches to online teaching and learning that these two different institutions employ for anyone interested in improving their institutions' processes.
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Date Issued: 2015
Identifier: CFE0005855, ucf:50919
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005855

Title: A formative evaluation of a technology-mediated alternative to traditional study abroad.
Creator: Howard, Wendy, Gunter, Glenda, Ramirez, Bernardo, Vitale, Thomas, Moskal, Patsy, University of Central Florida
Abstract / Description: Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their...
Show morePurpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006).Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention.Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment (&) cost), access, faculty satisfaction, and student satisfaction.Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research.
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Date Issued: 2015
Identifier: CFE0005808, ucf:50041
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005808

Title: THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE.
Creator: Smith, Jo, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to...
Show moreThe purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students' attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers' intent to continue using oTPD for future professional development needs.
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Date Issued: 2006
Identifier: CFE0001455, ucf:47064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001455

Title: INTEGRATING KEY ELEMENTS IN AN E-LEARNING CURRICULUM FOR AN OPTIMUM EDUCATIONAL AND INTERACTIVE USER EXPERIENCE.
Creator: Stearns, Heather, Jones, Dan, University of Central Florida
Abstract / Description: This study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every...
Show moreThis study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every organization's needs. Research shows that to ensure a successful online learning implementation, a sound project management team must be in place at the beginning of the project planning. This team must be prepared to collaborate with managers and users across an organization and carefully incorporate their suggestions into the curriculum design. Additionally, this team must be experienced not only in making sure that the project is launched on time and within the defined budget, but also in asking pertinent questions about the users, content structure, and design. Implementing an e-Learning site involves more than putting a Web page online for users to view. Developers must know about adult learning styles, must know how to incorporate interactive activities (like games and simulations), and must know how to write content so that it is engaging yet understandable.
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Date Issued: 2008
Identifier: CFE0002099, ucf:47547
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002099

Title: CONSTRUCTING EDUCATIONAL CRITICISM OF ONLINE COURSES: A MODEL FOR IMPLEMENTATION BY PRACTITIONERS.
Creator: Thompson, Kelvin, Dziuban, Charles, University of Central Florida
Abstract / Description: Online courses are complex, human-driven contexts for formal learning. Little has been said about the environment emerging from the interaction of instructor(s), learners, and other resources in such courses. Theories that focus on instructional settings and methods that are designed to accommodate inquiry into complex phenomena are essential to the systematic study of online courses. Such a line of research is necessary as the basis for a common language with which we can begin to speak...
Show moreOnline courses are complex, human-driven contexts for formal learning. Little has been said about the environment emerging from the interaction of instructor(s), learners, and other resources in such courses. Theories that focus on instructional settings and methods that are designed to accommodate inquiry into complex phenomena are essential to the systematic study of online courses. Such a line of research is necessary as the basis for a common language with which we can begin to speak holistically about online courses. In this dissertation, I attempt to generate better questions about the nature of online instructional environments. By combining prior works related to educational criticism and qualitative research case study with original innovations, I develop a model for studying the instructional experiences of online courses. I then apply this approach in the study of one specific online course at the University of Central Florida (UCF).
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Date Issued: 2005
Identifier: CFE0000657, ucf:46553
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000657

Title: WHAT INSTRUCTIONAL MODIFICATION IMPLEMENTATIONS BRING ADULT EDUCATION LEARNERS TO SUCCESS AND RETENTION? ANALYSIS OF AN ONLINE ADULT BASIC EDUCATION PROGRAM.
Creator: Propst, Bernadette, Camp, Donna, University of Central Florida
Abstract / Description: What Instructional Modification Implementations Bring Adult Education Learners to Success and Retention? Analysis of an Online Adult Basic Education Program. Adult learners enrolled in my online Adult Basic Education program showed low completion rates for the course. This study's purpose was to discover what instructional modifications would bring these learners to a successful outcome in the program. I implemented the following instructional modifications: asynchronous email communication,...
Show moreWhat Instructional Modification Implementations Bring Adult Education Learners to Success and Retention? Analysis of an Online Adult Basic Education Program. Adult learners enrolled in my online Adult Basic Education program showed low completion rates for the course. This study's purpose was to discover what instructional modifications would bring these learners to a successful outcome in the program. I implemented the following instructional modifications: asynchronous email communication, weekly progress reports emailed to each participant and a minimum requirement of 10 assignment completions on a weekly basis. Teacher-student interaction increased because of these implementations. I reviewed literature that discussed distance education, adult learners and teacher-student interaction to discover strategies that would improve student achievement in an online course. After reviewing the literature, I determined that there were three missing elements in my program: structured communication between the teacher and student (Palloff & Pratt, 1999), standards for online coursework completion (Comings et al., 1999) and a system to inform students of their progress in the program (Comings et al., 1999). I found that teacher-student asynchronous communication, a weekly requirement of 10 completed lessons and weekly progress reports of student accomplishments encouraged students to complete coursework on a regular basis. Students were conscientious, taking more responsibility for their learning. Students had a higher rate of coursework completions during the research study period, with performance increasing 73%.
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Date Issued: 2005
Identifier: CFE0000588, ucf:46477
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000588

Title: PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNINGAND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION.
Creator: Kemerait, Janet Perkins, Holt, Larry, University of Central Florida
Abstract / Description: The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these...
Show moreThe purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions.Internet-based best practice and recommended practice pedagogical methods and strategies were identified through extensive content analysis of the professional literature. Internet-based adjunct instructors at a Central Florida community college rated 43 selected recommended practices. Ratings were based on instructor perceptions of each practice's importance to student academic achievement in and satisfaction with their Internet-based learning experience. Students of community college adjunct instructors also rated these practices for their perceived impact on student academic achievement and satisfaction. Students identified from selected recommended practices the pedagogies that had been designed into the described Internet-based course in which they had been enrolled, providing better understanding of the current use of appropriate Internet-based practice in the instruction of adjunct community college instructors. To examine the impact of the use of those practices, average course scores were related to student-reported presence of practices in described courses and student-reported academic success and satisfaction in described courses was related to the presence of best and recommended practices designed into the course.Results from this study can provide guidance for community college Internet-based programs and for adjunct instructors in those programs as they strive to design and instruct quality courses with appropriate pedagogical focus. Results can also provide local data to the larger discussion of appropriate pedagogy throughout the Internet-based educational community.
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Date Issued: 2004
Identifier: CFE0000110, ucf:46205
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000110

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: Pick, Dorothy, Orwig, Gary, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2006
Identifier: CFE0000967, ucf:46712
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000967

online learning (12)	+ -
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Online Learning (4)	+ -

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hybrid (3)	+ -
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online dating (3)	+ -
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Online (2)	+ -
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blended (2)	+ -
college (2)	+ -
communication (2)	+ -
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composition (2)	+ -
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