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Title: STUDENTS WITH EITHER SPECIFIC LEARNING DISABILITIES OR WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: PERCEPTIONS OF SELF AS LEARNER IN ONLINE COURSES AT FLORIDA VIRTUAL SCHOOL AND IN THE TRADITIONAL LEARNING ENVIRONMENT.
Creator: Smouse, Theresa, Everette, Robert, University of Central Florida
Abstract / Description: The goal of this research study was to investigate the perception of self as learner for students with Specific Learning Disabilities (SLD) or with Attention Deficit Hyperactivity Disorder (ADHD). Students who had completed at least one mathematics or science course at Florida Virtual School, an online learning environment, were surveyed concerning their perception of self as learner in the online learning environment and in the traditional learning environment in 6 basic areas: feelings of...
Show moreThe goal of this research study was to investigate the perception of self as learner for students with Specific Learning Disabilities (SLD) or with Attention Deficit Hyperactivity Disorder (ADHD). Students who had completed at least one mathematics or science course at Florida Virtual School, an online learning environment, were surveyed concerning their perception of self as learner in the online learning environment and in the traditional learning environment in 6 basic areas: feelings of success; level of comfort; relationship with teachers; and access to, communication with and feedback from teachers; and advantages and disadvantages of each learning environment. Results of parent interviews and anecdotal evidences were also included as data informing the results of this study. The results of this study showed that 1) a greater number of students reported feeling successful in the online environment. 2) the majority of students in all groups reported feeling comfortable in the online learning environment, 98% as compared to 65% in traditional environment. Student comfort in both environments was most frequently related to some element of the environment with a high percentage of mention of disruption caused by peers. 3) Students reported having positive relationships with their online teachers to a higher degree than with their traditional teachers. 4) Students generally felt that access to, communication with, and feedback from instructors, in the online environment had the greatest impact on them and the impact was positive. 5) The most frequently mentioned advantage of the online environment were, flexibility of time, pace and place of learning. Students liked being in control of the time, place, and pace of their learning in the online environment. Students perceived issues with socialization as the greatest disadvantage of the online environment. For the traditional environment, students indicated that the presence of their peers for social interaction and academic interaction was the greatest advantage. The disadvantages in the traditional environment disadvantage in the traditional environment were issues with time, place, and pace of learning, class size, and disruptions caused by other students. 6) Overall, the majority of students indicated that they felt the online learning environment provided them, as a learner, with the greatest number of advantages.
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Date Issued: 2005
Identifier: CFE0000528, ucf:46460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000528

Title: Failing the Failed: A Treatise on the Need for a Research Based Pedagogical Approach to Credit Recovery.
Creator: Scott, Kelly, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
Abstract / Description: The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment), a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally, we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run K-12 virtual school run as a special school district in Florida because it is a familiar organization; however, the model and results may be generalizable for online or traditional education.
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Date Issued: 2014
Identifier: CFE0005289, ucf:50565
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005289

Title: Failing the Failed: A treatise on the need for a research based pedagogical approach to credit recovery.
Creator: Smith, Elise, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
Abstract / Description: The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment) a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run k-12 virtual school run as a special school district in Florida because it is a familiar organization. However, the model and results may be generalizable for online or traditional education.
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Date Issued: 2014
Identifier: CFE0005290, ucf:50568
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005290

Title: WOMEN'S EXPERIENCES WITH DISTANCE EDUCATION.
Creator: Moody, Jane Elizabeth, Jones, Daniel, University of Central Florida
Abstract / Description: This thesis examines issues that affect women in online learning, and discusses four women's particular experiences in the University of Central Florida's distance learning program. Online education involves aspects of support and communication that may affect women's learning experiences either positively or negatively. Distance learning may also allow women to pursue their education while still taking care of their families and outside work. In order to get a better idea of how distance...
Show moreThis thesis examines issues that affect women in online learning, and discusses four women's particular experiences in the University of Central Florida's distance learning program. Online education involves aspects of support and communication that may affect women's learning experiences either positively or negatively. Distance learning may also allow women to pursue their education while still taking care of their families and outside work. In order to get a better idea of how distance learning impacts women, I discuss several studies that examine how distance learning affects women in particular. I identify three areas from this literature that seem to be particularly important in order for women to have a successful distance learning experience: social support, technical support, and awareness of differences in discussion style.After reviewing the existing literature, I discuss how this literature applies to four women's experiences here at UCF. I talk with them about how they perceive their online learning experiences, and about how they feel that the issues identified in the literature are reflected in their own lives. I discuss their issues with support, technical support, and online discussions, and relate these to existing literature in order to come up with areas that may need further exploration or improvement.I conclude the study by providing suggestions and recommendations for professors who deal with women in their online classes. I also suggest areas for further exploration in the field of women's distance education.
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Date Issued: 2004
Identifier: CFE0000086, ucf:46146
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000086

Title: THE IMPACT OF ONLINE EDUCATION ON ACADEMIC PERFORMANCE FOR LADIES PROFESSIONAL GOLF ASSOCIATION TEACHING AND CLUB PROFESSIONALS.
Creator: Fjelstul, Jill, Higginbotham, Patricia, University of Central Florida
Abstract / Description: Ladies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers....
Show moreLadies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers. Components of the online review session included self-evaluations, discussion postings involving test-related content, and practice quizzes. The study compared the pass rate percentage of the participants in the online review session with the pass rate percentage of those who did not participate in the online review session. A test of proportions determined there was not a significant increase in the pass percentage rate of the online review session participants when compared to the test takers who did not receive intervention. However, pass rates and average test scores were higher for online review session participants. Suggested uses of this study include the future development of online review sessions for LPGA Class B and Apprentice written evaluations, with the goal of improving academic performances. Future research should include replication of the present study, but with a larger sample size. Future research should also involve Class B and Apprentice test takers and not be limited to first time test takers.
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Date Issued: 2006
Identifier: CFE0000940, ucf:46730
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000940

Title: COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE.
Creator: Hess, Taryn, Gunter, Glenda, University of Central Florida
Abstract / Description: The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for...
Show moreThe use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
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Date Issued: 2010
Identifier: CFE0003221, ucf:48566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003221

Title: VIRTUAL VISTAS: HIGH SCHOOL STUDENTS DESCRIBING THEIR EXPERIENCES IN ONLINE COURSES.
Creator: Scheick, Amy, Gunter, Glenda, University of Central Florida
Abstract / Description: Current research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and...
Show moreCurrent research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and expectations of, online learning is important for many reasons. Online learning is certainly growing and may become a graduation requirement in more states. Currently Michigan requires every student must participate in some form of online learning as a high school graduation requirement. High school students enrolling in online courses may have a measurable influence on higher education courses in the future, as students become more experienced with online learning. A great deal has been written about the development of virtual high schools, some of the issues surrounding them and basic student demographics. There are only a few studies that have interviewed students in detail as to why they have chosen to participate in a virtual school and examined how this choice has impacted them. The purpose of this study was to describe from the student's perspective, why they had enrolled in online courses and allowed them to characterize their experiences. Further, this study sought to identify the personality types and traits of the students enrolled in online high school courses and reported on one measure of the student's cognitive style or cognitive tempo. Forty-three students who were enrolled in a state sponsored virtual high school participated in this study. The study used three online instruments to collect data. The Matching Familiar Figures Test-20 was used to measure the impulsive or reflective responses of the students. The Long-Dziuban Reactive Behavioral Survey was used to determine the students' personality types. The third instrument was an online questionnaire of open-ended questions asking the students about their online experiences. In addition, twelve students participated in follow-up interviews. The study found that the students enrolled in online courses for a variety of reasons; students were concerned about and wanted control over the timing and pacing of their learning. Students' comments suggested that there may be a relationship between cognitive tempo as classified by the MFFT-20, and the students' preference for pacing through the online course materials. In addition, the distribution of personality types and cognitive styles represented in this sample were different from the general school population suggesting that perhaps some students are more interested in online learning than others are. After reviewing the results of the students responses to the MFFT-20, it may be that students may are becoming faster at processing visual information with fewer errors. More research is needed in this area. There does seem to be a trend in this direction and this could have implications for students enrolled in virtual high school courses. Finally, the students in this study characterized their online learning experiences as positive but did not feel that online learning should be a high school graduation requirement for all students.
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Date Issued: 2007
Identifier: CFE0001674, ucf:47213
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001674

Title: Meeting Student, Instructor, and Institutional Expectations in Online Writing Courses.
Creator: Proulx, Emily, Vie, Stephanie, Rounsaville, Angela, Hall, Mark, University of Central Florida
Abstract / Description: Research in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to...
Show moreResearch in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to increasing numbers of students enrolling but limited classroom space with which to teach). The current push from many university administrators for increased enrollment in online classes focuses on access and convenience; however, there is not as much of a conversation asking if the learning in the class is affected by the online course, or the different avenues for learning that these courses present. In this study, I noted that while scholarship discussed students', teachers', and institutions' roles in online courses, there was a lack of alignment in those areas.To investigate this lack of alignment, I interviewed four students enrolled in online courses and three instructors currently teaching online courses through the Department of Writing and Rhetoric at the University of Central Florida. Through a grounded theory analysis (Charmaz, 2006; Strauss (&) Corbin, 1998), I identified areas of agreement and dissonance in both the creation of and implementation of online courses. Overall, students and instructors seemed to focus both their positive and negative perceptions and expectations around discussions as sites of learning, expectations of time/effort, feedback, and classroom community. These are common sites of benefits and disadvantages of online writing courses, which make this investigation important to the continuing conversation of how we better align our perceptions and expectations to improve student learning in online writing courses.The conclusions from this study address the importance and difficulty of transparency in online courses and the need for consistency across the institution, the instructors, and the students. This research provides suggestions for implementing the findings of this research at the classroom and department levels.
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Date Issued: 2017
Identifier: CFE0006644, ucf:51255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006644

Title: A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT.
Creator: Phillips, William, Dziuban, Charles, University of Central Florida
Abstract / Description: Higher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some...
Show moreHigher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some characteristics, strategies and procedures carryover into the online classroom. The new teaching environment presents an evolving spectrum of possibilities for the online professor, a new paradigm for teaching and learning. This research provides a multi-dimensional case study of the online teaching persona of four successful undergraduate college professors. The literature presents mounting evidence of the growth and momentum of the online college education. Also, the literature presents evidence that multiple resources become necessary if best practices and strategies are to be successfully integrated into online courses. The research has found that a persona change occurs when the faculty member transitions from the face-to-face to the online classroom. Utilizing this foundation, this study adds to the literature and clarifies the online teaching persona, incorporated characteristics, and strategies used by four successful undergraduate professors in a large university setting in the southern United States. Using face-to-face interviews and (non-participant) class observation, this researcher determined the transitory nature of the online teaching persona of the four participants in the study. The study revealed the characteristics, methods and strategies that enable the online professor to successfully deliver undergraduate courses using the World Wide Web.
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Date Issued: 2008
Identifier: CFE0002029, ucf:47613
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002029

Title: THE RELATIONSHIP BETWEEN MOTIVATION AND ONLINE SOCIAL PRESENCE IN AN ONLINE CLASS.
Creator: Tao, Yedong, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in...
Show moreThe purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.
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Date Issued: 2009
Identifier: CFE0002542, ucf:47662
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002542

Title: A CONFIRMATORY FACTOR ANALYSIS OFTEACHING PRESENCE WITHIN THE FLORIDA ONLINE READING PROFESSIONAL DEVELOPMENT PROGRAM.
Creator: Stevison, Melinda, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence (TP), describes those behaviors that are under the auspices of the online instructor. By examining these interactions and behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to gain greater understanding of the...
Show moreThe Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence (TP), describes those behaviors that are under the auspices of the online instructor. By examining these interactions and behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to gain greater understanding of the practices employed most effectively by online instructors. This dissertation describes the background, theoretical and empirical foundations, methods, and results of a study on TP. The purpose of the study was threefold: to validate the use of the TPS in an online professional development setting outside of the higher education context in which it was designed and tested; to confirm the factor composition of TP among facilitators in an online professional development course; and to determine the extent and direction of the relationship between teaching presence and student satisfaction. The participants in this study (n = 718) were in-service educators enrolled at the Florida Online Reading Professional Development program. They responded to an instrument that included the 28 original TPS questions, plus 17 student satisfaction and 11 demographic items. Confirmatory factor analysis and Pearson's correlation were used to answer the three research questions and corresponding hypotheses. The research questions were answered in the affirmative, and the null hypotheses rejected. There was support for the use of the TPS in an online professional development setting (all 28 TPS items loaded as hypothesized on the three TP factors); support for a three-factor model of TP using 17 of the 28 TPS items (X2 [116, N = 718] = 115.56, p = .49, CFI = .999; NNFI = .999; SRMR = .02; and RMSEA = .03); and evidence of a strong relationship between components of TP and student satisfaction (statistically significant correlations [p < .001] between TP and student satisfaction, r2 values ranging from .25 to .57). A discussion of the results, implications for practice, implications for further research, and limitations of the study were presented following the data analysis.
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Date Issued: 2009
Identifier: CFE0002941, ucf:47985
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002941

Title: SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS ENROLLED IN ONLINE PHYSICAL EDUCATION COURSES.
Creator: Ware, Deborah, Higginbotham, Patricia, University of Central Florida
Abstract / Description: The purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students...
Show moreThe purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students live throughout the entire state of Florida. Therefore, the entire study was administered online. The assessment instrument used was the Teenage Inventory of Social Skills created by Heidi Inderbitzen. The Teenage Inventory of Social Skills is a 40-item self-report questionnaire consisting of statements rated on a 6-point continuum. The instrument was divided into two sub-scales; a positive scale and a negative scale. A One-Sample T-Test was used to compare the mean sample scores with the standard means. Frequencies were run to review demographic information. Results indicated that there was no significant mean difference found between the students enrolled in online Physical Education courses and the mean of students established by the TISS. The majority of respondents were female, Caucasian, and were attending public or private schools for most of their classes.
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Date Issued: 2005
Identifier: CFE0000624, ucf:46532
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000624

Title: PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS.
Creator: Middlebrook, Rebecca, Wallace, David, University of Central Florida
Abstract / Description: As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review...
Show moreAs the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varying factors that may influence the degree to which instructors re-mediate their pedagogy for this hybrid environment. This study also uncovers four factors that appeared to influence the degree to which the instructors re-mediated their pedagogical practices over the course of the semester in which this study was conducted. Results from this study will contribute to the field by serving as a guide to instructors and administrators who will teach and design hybrid composition courses or curricula in the future.
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Date Issued: 2009
Identifier: CFE0002881, ucf:48040
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002881

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: 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: 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: 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: Internet Reading and Learning in a Guided Reading Context.
Creator: Van Allen, Jennifer, Zygouris-Coe, Vassiliki, Boote, David, Damico, Nicole, Vitale, Thomas, Butler, Lorrie, University of Central Florida
Abstract / Description: Many employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the...
Show moreMany employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the intermediate grades. This dissertation in practice proposes a solution to this problem of practice through the design of an educative curriculum that introduces online research and comprehension skills to upper elementary students. It also provides teachers with necessary knowledge to aid their pedagogical design capacity throughout the curriculum. Prior to the development of the curriculum, a case study was conducted to determine how a fourth-grade teacher integrates digital tools during guided reading lessons to support students' development of online research and comprehension skills. The results showed that the implementation was challenging and resulted in role changes for both the teacher and students. These findings supported the design choices of the base curriculum for students, set within the guided reading framework, and educative features to support teachers.
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Date Issued: 2016
Identifier: CFE0006702, ucf:51909
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006702

Title: English Language Arts Preservice and Inservice Teacher's Knowledge about How to Use eTextbooks and Open Educational Resources to Support Students' Comprehension: A Case Study.
Creator: Smith, Lourdes, Zygouris-Coe, Vassiliki, Roberts, Sherron, Damico, Nicole, Wilson, Nance, University of Central Florida
Abstract / Description: The focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills...
Show moreThe focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills can be developed. Data were analyzed in order to determine themes related to the use and planning for eTextbooks and OERs in the secondary ELA classroom. Data sources for this study included the participant interviews, document analysis, and a focus group interview. Findings revealed that participants (N=6) were both excited and apprehensive about using technology and that although they had some personal experiences with eTextbooks and OERs, they would need more specific support in helping their future or current students to develop online reading comprehension skills. Implications and recommendations are offered for preservice teacher educators, classroom teachers and professional developers, researchers, and publishers.
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Date Issued: 2017
Identifier: CFE0006797, ucf:51922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006797

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