Current Search:  e-learning (x)

View All Items

  • CSV Spreadsheet
(1 - 8 of 8)
THE EFFECTS OF THE 5E LEARNING CYCLE MODEL ON STUDENTS' UNDERSTANDING OF FORCE AND MOTION CONCEPTS
Title
THE EFFECTS OF THE 5E LEARNING CYCLE MODEL ON STUDENTS' UNDERSTANDING OF FORCE AND MOTION CONCEPTS.
Creator
Campbell, Meghann, Sweeney, Aldrin, University of Central Florida
Abstract / Description
As advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change,this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry-based science...
Show moreAs advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change,this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry-based science investigations through the use of the 5E Learning Cycle. The researcher's journey through this process was also a focus of the study. Initial data were provided by a pretest indicating students' understanding of force and motion concepts. Four times weekly for a period of 14 weeks, students participated in investigations related to force and motion concepts. Their subsequent understanding of these concepts and their ability to generalize their understandings was evaluated via a posttest. Additionally, a review of lab activity sheets, other classroom-based assessments, and filmed interviews allowed for the triangulation of pertinent data necessary to draw conclusions from the study. Findings showed that student knowledge of force and motion concepts did increase although their understanding as demonstrated on paper lacked completeness versus understanding in an interview setting. Survey results also showed that after the study students believed they did not learn science best via textbook-based instruction.
Show less
Date Issued
2006
Identifier
CFE0001007, ucf:46831
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001007
THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE
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.
Show less
Date Issued
2006
Identifier
CFE0001455, ucf:47064
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001455
INTEGRATING KEY ELEMENTS IN AN E-LEARNING CURRICULUM FOR AN OPTIMUM EDUCATIONAL AND INTERACTIVE USER EXPERIENCE
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.
Show less
Date Issued
2008
Identifier
CFE0002099, ucf:47547
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002099
An Evaluation Study of the Implementation of Webcam Proctoring for Secure Testing in a K-12 Virtual School
Title
An Evaluation Study of the Implementation of Webcam Proctoring for Secure Testing in a K-12 Virtual School.
Creator
Geiser Hogan, Elena, Gunter, Glenda, Hartshorne, Richard, Boote, David, Kennedy, Kathryn, Gordon, William, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this evaluative study was to review the implementation of a Webcam Test-Proctoring Program (WTPP) implemented in a Kindergarten through 12th grade public virtual school. Results of the evaluative study will be used to determine if the secure Webcam proctoring method would be a viable solution to a problem of practice(-)requiring full-time virtual school students to participate in the multitude of required state and Florida school district assessments. At the core of...
Show moreABSTRACT The purpose of this evaluative study was to review the implementation of a Webcam Test-Proctoring Program (WTPP) implemented in a Kindergarten through 12th grade public virtual school. Results of the evaluative study will be used to determine if the secure Webcam proctoring method would be a viable solution to a problem of practice(-)requiring full-time virtual school students to participate in the multitude of required state and Florida school district assessments. At the core of virtual education lies the appeal of flexibility in each student's individual learning path. The rigid nature of secure assessments conflict with the intentions of a K-12 virtual school. Natale and Cook (2012) identified this as a problem of practice as well, stating, (")Digital learning de-standardizes and decentralizes educational delivery, so it presents challenges in applying quality control systems and metrics that were developed for more traditional school structures(") (p. 541).A formal evaluation included an electronic survey and one-on-one phone interviews. The sample population for this study included 6th-12th grade students (n = 27) who were enrolled in Hurricane County Virtual School during the 2014-2015 school year. The HCVS population was 165 at the beginning of the 2014-2015 school year, therefore the population for this study was N=165. The WTPP evaluated for this study took place over two test sessions, the first in October of 2014 and the second in January 2015. Students were asked to complete the electronic survey and to volunteer to complete phone interviews to provide feedback about their experience completing their benchmark assessments. In this mixed-methods study, an electronic survey created by the evaluator and research chair gathered quantitative data that were analyzed using descriptive and inferential statistics. In order to determine if there was any relationship between specific demographic sub-groups and their experiences and preferences regarding Webcam proctoring, the researcher used the Kruskal-Walis and Mann-Whitney inferential statistics. Additionally, qualitative data were collected through one-on-one phone interviews with six students who participated in the WTPP. Data from these interviews yielded supporting statements for the quantitative data analyzed. Results yielded from this study indicated that the majority of students who participated in the WTPP were satisfied or very satisfied with this method of proctoring for secure testing overall. Future studies should further evaluate the effectiveness of Webcam proctoring for secure testing and determine the impact of allowing students more flexibility (which Webcam proctoring inherently does) while testing has on their test scores.
Show less
Date Issued
2016
Identifier
CFE0006457, ucf:51441
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006457
Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process
Title
Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process.
Creator
Benishek, Lauren, Salas, Eduardo, Joseph, Dana, Jentsch, Florian, Burke, Shawn, University of Central Florida
Abstract / Description
This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online...
Show moreThis study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.
Show less
Date Issued
2014
Identifier
CFE0005463, ucf:50382
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005463
A RELATIONSHIP STUDY OF STUDENT SATISFACTION WITH LEARNING ONLINE AND COGNITIVE LOAD
Title
A RELATIONSHIP STUDY OF STUDENT SATISFACTION WITH LEARNING ONLINE AND COGNITIVE LOAD.
Creator
Bradford, George, Dziuban, Charles, University of Central Florida
Abstract / Description
This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., ÂÂ"learningÂÂ") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the...
Show moreThis study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., ÂÂ"learningÂÂ") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the literature to find directions to fulfill the goal of this study. A survey was conducted and 1,401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p < .01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Components Analysis that suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Multiple opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made.
Show less
Date Issued
2010
Identifier
CFE0003164, ucf:48599
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003164
DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS
Title
DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS.
Creator
Hogg, James, Gunter, Glenda, University of Central Florida
Abstract / Description
ABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application...
Show moreABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.
Show less
Date Issued
2010
Identifier
CFE0003044, ucf:48341
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003044
An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments
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.
Show less
Date Issued
2017
Identifier
CFE0007295, ucf:52173
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007295