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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: AN INVESTIGATION OF THE PROFICIENCY LEVEL OF HIGH SCHOOL STUDENTS WITH AUTISM AND MENTAL RETARDATION WITHIN COMMUNITY-BASED JOB SETTINGS: THE RELATIONSHIP BETWEEN THE USE OF A HAND-HELD COMPUTER COMPARED TO STAFF MODELING FOR ACCURATE NOVEL JOB SKILL ACQUISITION AND STUDENT LEARNING.
Creator: Spence-Cochran, Kimberly Genevieve, Ezell and Lee Cross, Dan, University of Central Florida
Abstract / Description: This study examined the effects and efficacy of two vocational instructional interventions - a Hand-Held Computer intervention versus a Staff Model intervention - as vocational instructional tools for high school students with autism and mental retardation. Specifically, the study analyzed the effects of these two treatments on the completion of authentic novel job tasks within a local department store. This research indicated the provision of specific technology as an instructional model...
Show moreThis study examined the effects and efficacy of two vocational instructional interventions - a Hand-Held Computer intervention versus a Staff Model intervention - as vocational instructional tools for high school students with autism and mental retardation. Specifically, the study analyzed the effects of these two treatments on the completion of authentic novel job tasks within a local department store. This research indicated the provision of specific technology as an instructional model positively influenced participants' ability to: accurately complete tasks, exercise increased independence during task completion, reduce problematic behavior during task completion, and lower necessary staff prompts during task completion.The use of technology to support individuals with severe disabilities has the potential to increase their level of independence and accuracy of job completion within community-based settings. Five high school students with autism and mental retardation participated in this study, which compared the use of a palm-top computer with a traditional staff model during the completion of eighteen novel job tasks within various departments of a large department store. Five of eight variables subjected to ANOVA and independent t-test analyses demonstrated significance.
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Date Issued: 2004
Identifier: CFE0000104, ucf:46180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000104

Title: AN EXAMINATION OF TECHNOLOGY AND ITS INFLUENCE ON READING IN STRUGGLING STUDENTS AND AN AUTOETHNOGRAPHY OF A PRESERVICE TEACHER.
Creator: Campanile, Megan, Wegmann, Susan, University of Central Florida
Abstract / Description: Educators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted...
Show moreEducators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted by the CEO Forum (2001)emphasizes: "technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives." This meaning that with the help of technology and all of the resources it provides, if used within the curriculum correctly teachers can reach their learning goals better. Technology can aid the growth of reading development in students with, or without, a learning disability. The beginning chapter will define students who are struggling readers and outline the effects technology will have on these students. Following, will be a present case study of a student who struggles with reading in order to frame the research in a contemporary setting. There will also be a personal experience with technology,focusing primarily on the IPAD, and a self-reflected journey within each chapter in a quest in becoming a technology savvy teacher. The next chapter will present the use IPADs within the classroom. It will then describe ways teachers can spark their students' interests in reading with alternative practices. With the help of a local, technology savvy teacher, there will be a real-life circumstances that have aided struggling readers at any specific grade level.
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Date Issued: 2012
Identifier: CFH0004280, ucf:44924
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004280

Title: STUDENT DIGITAL PIRACY IN THE FLORIDA STATE UNIVERSITY SYSTEM:AN EXPLORATORY STUDY ON ITS INFRASTRUCTURAL EFFECTS.
Creator: Reiss, Jeffrey, Cintron, Rosa, University of Central Florida
Abstract / Description: Digital piracy is a problem that may never disappear from society. Through readily available resources such as those found in a university, students will always have access to illegal goods. While piracy is a global phenomenon, an institutionÃ‚Â's resources combined with the typical college studentÃ‚Â's lack of funds makes it more lucrative. Students use a number of methods to justify their actions ranging from previewing media to bringing justice...
Show moreDigital piracy is a problem that may never disappear from society. Through readily available resources such as those found in a university, students will always have access to illegal goods. While piracy is a global phenomenon, an institutionÃ‚Â's resources combined with the typical college studentÃ‚Â's lack of funds makes it more lucrative. Students use a number of methods to justify their actions ranging from previewing media to bringing justice to a corrupt company. While trying to understand the mindset of pirates is one route to deal with piracy, corporations attempted to alleviate the situation using added software encoding. These messages are not always effective, and in some cases caused further damage to consumer morale. Furthermore, students such as Joel Tenenbaum, who continued to pirate music despite warnings from his parents and the recording industry, exemplify the type of person that is unfazed by legal threats, leading to a question of ethics. Students may not feel that downloading is stealing despite numerous warnings from the Digital Millennium Copyright Act and other major media organizations. The predominant solution used by universities involves monitoring the studentsÃ‚Â' network connection to detect Peer-to-Peer (P2P) connections or other connections that involve the transferring of copyrighted goods. Unfortunately, the current tools contain flaws that a crafty student may easily circumvent, undermining any attempts a universityÃ‚Â's IT department may use to deter piracy. This study explored the nature of piracy prevention tools used by IT departments in the Florida State University System in order to determine their relative effectiveness. The study also looked into the opinions of the Information Security Officer in terms of alternative piracy prevention techniques that do not involve legal action and monitoring. It was found that most institutions do not use a formal piece of software that monitors for infringing data. They also stated that while their current techniques can do its required task, it was not perfected to a point where it could run autonomously. Furthermore, institutions agreed that students lack proper ethics and concern over the matter of copyright, but were not fully convinced that other preventions methods would be effective. The study ultimately considered monitoring techniques a short-term solution and that more research should be put into finding long-term solutions. It also implied that IT departments should be better funded in order to keep up with the technological gap.
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Date Issued: 2010
Identifier: CFE0003131, ucf:48645
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003131

Title: Transforming a University? A Qualitative Analysis of the Grantee-Grantor Relationship Between Florida Institute of Technology and the F. W. Olin Foundation.
Creator: Ruane, Matthew, Owens, J. Thomas, Cintron Delgado, Rosa, Boyd, Tammy, Waring, Scott, Perdigao, Lisa, University of Central Florida
Abstract / Description: The purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself....
Show moreThe purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself. This research will include a brief history of the two institutions involved and the circumstances that led to this grant proposal and its eventual implementation by the university, interviews with the main actors, and an examination of the challenges and opportunities presented to Florida Institute of Technology in accepting a grant from the F. W. Olin Foundation. Finally, an analysis of the outcomes brought about by accepting what the F. W. Olin Foundation marketed as a (")transformational(") grant ties this research into the larger question of the roles of foundations and philanthropies in higher education.
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Date Issued: 2014
Identifier: CFE0005545, ucf:50294
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005545

Title: Making Waves, Mixing Colors, and Using Mirrors: The Self-Regulated Learning Support Features and Procedural Rhetoric of Three Whole-Body Educational Games.
Creator: Johnson, Emily, McDaniel, Rudy, Vie, Stephanie, Applen, John, Pigg, Stacey, Lindgren, Robb, University of Central Florida
Abstract / Description: This dissertation investigates the question, (")How can the procedural rhetoric of three whole-body educational games improve the understanding of self-regulated learning with digital technology?(") It explores three whole-body educational games (WBEGs) using a quantitative study, a case study, and analyses of their procedural rhetoric to better understand the roles these types of games can have in teaching digital literacy and self-regulated learning (SRL) skills. The three WBEGs, Waves,...
Show moreThis dissertation investigates the question, (")How can the procedural rhetoric of three whole-body educational games improve the understanding of self-regulated learning with digital technology?(") It explores three whole-body educational games (WBEGs) using a quantitative study, a case study, and analyses of their procedural rhetoric to better understand the roles these types of games can have in teaching digital literacy and self-regulated learning (SRL) skills. The three WBEGs, Waves, Color Mixer, and Light and Mirrors, are each intended to teach science concepts to players. These games are similarly structured in that they all invite players to immerse themselves in the game by standing on the (")screen(") (the games project images on the floor). The WBEGs differ from traditional console video games because they receive input from players via motion-sensing technology, requiring players to make large movements with their bodies to influence elements within the game. This study explains SRL as a complex combination of internal (mental) behavior, external (observable) behavior, and interpersonal (social) behavior, identifying within three WBEGs the presence of elements supporting the SRL behaviors of goal setting, strategy planning, collaboration, progress monitoring, feedback, and reflection. These findings inform the understanding of SRL by revealing that each game includes a different combination of SRL-supporting elements that encourage the use of SRL skills in different ways. SRL scaffolding features are those elements within a WBEG that guide players to use certain SRL strategies, helping and supporting their efforts much like construction scaffolding supports a building as it is being erected. This dissertation also utilizes analyses of procedural rhetoric to investigate the techniques reinforced by the underlying structure of these three WBEGs in an effort to further the understanding of digital literacy in education and sociocultural contexts. All three WBEGs appear to emphasize player agency and collaboration. Waves and Light and Mirrors encourage player strategy, while Color Mixer rewards speed and rote knowledge. These reinforced techniques perpetuate the underlying cultural values of accuracy, collaboration, problem-solving, autonomy, and scaffolding. This study discusses these values in the contexts of education and society.
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Date Issued: 2015
Identifier: CFE0005959, ucf:50799
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005959

Title: GUIDELINES FOR TWENTY-FIRST CENTURY INSTRUCTIONAL DESIGN AND TECHNOLOGY USE: TECHNOLOGIES' INFLUENCE ON THE BRAIN.
Creator: Gabriel, Jennifer, Flammia, Madelyn, University of Central Florida
Abstract / Description: The increasingly global environment has spurred the economy in the United States as well as the economies in nearly every other nation. Although the U.S. remains the world leader in the global economy, research shows that the United States is at risk of losing its place as the world leader in science and innovation. Policymakers have recognized the need for research addressing global competitiveness. President Bush signed the America Competes Act, which calls for increased investment in...
Show moreThe increasingly global environment has spurred the economy in the United States as well as the economies in nearly every other nation. Although the U.S. remains the world leader in the global economy, research shows that the United States is at risk of losing its place as the world leader in science and innovation. Policymakers have recognized the need for research addressing global competitiveness. President Bush signed the America Competes Act, which calls for increased investment in innovation and education to improve U.S. competitiveness and President Barack Obama has named a platform, "Science, Technology and Innovation for a New Generation" which will extend and prioritize the efforts to improve math and science education. K‐12 U.S. students are graduating from high school unprepared to pursue degrees in science, technology, engineering and math (STEM) in college. Without STEM degrees they will be unable to pursue technology jobs after graduation. Statistics show that the U.S. is failing to produce as many graduates in STEM as other countries. In an increasingly global world, without graduates in STEM courses the U.S. is at risk of losing its position as the economic world leader. Government, industry and academia all agree that the U.S. needs to address education on a K‐12 level to ensure that U.S. students are equipped with twenty‐first century skills to compete in a twenty‐first century global economy. Twenty‐first century students are different from students of previous generations. Researchers argue that changes in the environment, specifically an increased exposure to technology, have changed the brains of twenty‐first century students; twenty‐first century students learn differently. However, twenty‐first century students are being taught with an instructional curriculum that was designed for a previous generation that did not have the same exposure to technology. This is causing a digital‐divide that is hindering the achievement of students. The instructional curriculum needs to be updated to meet the needs of twenty‐first century students. This thesis addresses this need from a technical communication perspective by arguing that the instructional design of twenty‐first century learning materials should be improved by adhering to guidelines for twenty‐first century learning characteristics and twenty‐first century technology use. The guidelines support a national goal to improve K‐12 achievement in order to increase U.S. STEM graduates and increase the U.S.'s ability to compete in a global economy.
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Date Issued: 2009
Identifier: CFE0002704, ucf:48183
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002704

Title: Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.
Creator: Mazzarotto, Marcia, Mauer, Barry, Applen, John, Rounsaville, Angela, Taylor, Robert, University of Central Florida
Abstract / Description: This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant...
Show moreThis dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them.
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Date Issued: 2017
Identifier: CFE0006623, ucf:51282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006623

Title: Applying the Technology Acceptance Model to Predict and Explain Elementary and Secondary Preservice Teachers' Continuance Behavioral Intentions and Pedagogical Usage of Twitter to build Professional Capital: A Structural Equation Modeling Inquiry.
Creator: Gurjar, Nandita, Sivo, Stephen, Roberts, Sherron, Xu, Lihua, Vie, Stephanie, University of Central Florida
Abstract / Description: The purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then...
Show moreThe purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then measured with their associated indicators or manifest variables, and the relationship between the manifest variables was examined through the Structural Equation Modeling (SEM) process. A non-experimental empirical research study was conducted using the survey methodology; purposive, criterion referenced, sampling of elementary and secondary preservice teachers, N=379, was employed using social media platforms and intern listserv at a large Southeastern university. The final sample of N= 250 participants was determined through the process of regression imputation of elementary and secondary preservice teachers' survey responses. The results demonstrated that constructs of the extended Technology Acceptance Model showed significant goodness-of-fit indices and coefficients of determination after analyzing the data from the survey. Implications of this research contribute significantly toward teacher education and training by providing insights into the factors that impact the pedagogical use of Twitter, a web-based social networking and microblogging platform, for building professional capital in preservice teachers.
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Date Issued: 2016
Identifier: CFE0006314, ucf:51551
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006314

Title: A Case Study of High School Administrators' Self-Perceived Readiness to be Digital Instructional Leaders.
Creator: Sanchez Corona, Brian, Taylor, Rosemarye, Baldwin, Lee, Ceballos, Marjorie, Shepherd, Andrew, University of Central Florida
Abstract / Description: The purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from...
Show moreThe purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from three distinct sources for triangulation: qualitative semi-structured interviews, Digital Instructional Leadership Readiness Instrument [DILRI(&)copy;] (Taylor (&) Shepherd, 2016) knowledge and confidence construct participant item selections, and Grade 9 and Grade 10 Florida Standards Assessment (FSA) English Language Arts 2018 student scale scores (FSA, 2018). Administrator perceptions of teachers' integration of technology in instruction were examined via constructs of (a) characteristics of learning and (b) levels of technology integration contained within the Technology Integration Matrix [TIM(&)copy;] (FCIT, 2018) framework. Findings support administrators' ability to recognize emergent levels of teachers' integration of technology in instruction. Findings also inform professional learning experiences for administrators supporting teachers in one-to-one digital school environments. Implications for practice include a need for sustained ongoing professional learning for administrators on the selected technology integration framework. School district administrators may seek to ensure that the selected technology integration framework, the TIM(&)copy; (FCIT, 2018) in this instrumental case study (Fraenkel et al., 2015), is presented as a sustained shared vision (Richardson (&) Sterrett) for both instructional and administrative personnel within the organization. Recommendations for future research include collecting similar data from multiple schools within a school district and from numerous school districts. Replication of this study is suggested in various regions of the United States. Also, a longitudinal follow-up study is suggested to examine change in administrator digital instructional leadership over time.
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Date Issued: 2019
Identifier: CFE0007722, ucf:52454
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007722

Title: Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.
Creator: Yan, Ting, Nutta, Joyce, Zygouris-Coe, Vassiliki, Bai, Haiyan, Mihai, Florin, University of Central Florida
Abstract / Description: Peer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task...
Show morePeer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task-based interaction project. Using conversation analysis, the study revealed details in communication between adult English learners and their digital character peers. During the interactions, the participants were actively involved and the most frequent communication patterns were collaborative and cooperative. The analysis of interviews of participants and the interactor explored the factors that influenced the communication patterns between the young adult English learners and their digital peers. The results showed that the communication experience with digital characters was authentic and the virtual platform was critical to build the confidence of English learners' language use. Moreover, the multiple digital characters manipulated by interaction protocols were also helpful to create a scaffolding effect for practicing oral communication for the English learners.
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Date Issued: 2017
Identifier: CFE0006823, ucf:51761
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006823

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

Title: An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator: Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued: 2017
Identifier: CFE0007295, ucf:52173
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007295

Title: Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator: Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description: This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued: 2016
Identifier: CFE0006285, ucf:51585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006285

Title: Virtual Coaching of Novice Science Educators to Support Students with Emotional and Behavioral Disorders.
Creator: Garland, Dennis, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Rosenberg, Michael, University of Central Florida
Abstract / Description: Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and...
Show moreDue to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corpus of legislation has influenced the preparation of new teachers to use evidence-based teaching practices while addressing the needs of an increasingly diverse student population. Using technology is one way that teacher educators are providing in-vivo learning experiences to new teachers during their classroom instruction. A multiple-baseline across-participants research study was used to examine the effectiveness of providing immediate feedback (within three seconds) to novice general science educators to increase their use of an evidence-based teaching strategy, known as a three-term contingency (TTC) trial while they taught. Feedback was delivered via Bug-in-the-Ear (BIE) technology and during whole-class instruction in which students with EBD were included. The teacher participants wore a Bluetooth earpiece, which served as a vehicle for audio communication with the investigator. Teachers were observed via web camera over the Adobe(&)#174;ConnectTM online conferencing platform. During the intervention, teachers increased their percentage of completed TTC trials, opportunities to respond, and praise or error correction. Student responses also increased, and maladaptive behaviors decreased.
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Date Issued: 2013
Identifier: CFE0004847, ucf:49681
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004847

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