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- Title
- ONLINE FUNDRAISING TRENDS AMONG SELECTED BUSINESS SCHOOLS IN THE UNITED STATES.
- Creator
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Chive, Joanne, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Many business schools in the United States have experienced a decrease in funding. To compensate for the reduced revenue and remain competitive, a number of these institutions have discovered new and creative ways to raise money, such as using the Internet. This study examined the impact that the Internet has on business school philanthropy and identified online giving trends among randomly selected AACSB International accredited institutions in the United States. A 20-item questionnaire was...
Show moreMany business schools in the United States have experienced a decrease in funding. To compensate for the reduced revenue and remain competitive, a number of these institutions have discovered new and creative ways to raise money, such as using the Internet. This study examined the impact that the Internet has on business school philanthropy and identified online giving trends among randomly selected AACSB International accredited institutions in the United States. A 20-item questionnaire was used to measure the results. Of the 107 business schools that participated in this study, 36.4% (n=39) raised money online. Data also revealed that 66.7% of the business schools that raised money online reported that the average size of an individual online gift was $250 or less, and nearly 80% of the respondents claimed that online donations accounted for 10% or less of the total amount they received in annual donations. This study also explored other variables such as the type of institution (public or private) that accepted online donations as well as the type of fundraising office a business school had (decentralized, centralized, or combined). Donor characteristics and marketing strategies used by business schools to promote their online fundraising programs were also examined. The results revealed that many business schools did not accurately track the demographics and characteristics of their online donors. Findings from this study indicated that advancements in technology have increased the opportunities for obtaining financial support to business schools. The results can be used as a benchmark for future investigations.
Show less - Date Issued
- 2007
- Identifier
- CFE0001698, ucf:47192
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001698
- Title
- SEXUALITY ONLINE: EXPLORATION AND SELF-IDENTIFICATION AMONG COLLEGE STUDENTS.
- Creator
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Nordham, Chelsea, Donley, Amy, University of Central Florida
- Abstract / Description
-
The Internet is a space that offers the exploration of sexual experiences without social repercussions to one's identity. As a de-centralized environment, social conventions, cues, judgments and risks may be present, but are not fixed. Online sexual activities are accessible through both interactive and observational means, such as forums, blogs, chat rooms, e-mail, instant messaging, video conferencing and websites. The current study sought to uncover the motivation and significance of...
Show moreThe Internet is a space that offers the exploration of sexual experiences without social repercussions to one's identity. As a de-centralized environment, social conventions, cues, judgments and risks may be present, but are not fixed. Online sexual activities are accessible through both interactive and observational means, such as forums, blogs, chat rooms, e-mail, instant messaging, video conferencing and websites. The current study sought to uncover the motivation and significance of Internet use on how college students perceive, experience and define their sexuality. The intent of this thesis was to look into the complexity of human sexuality that can be embodied online and help to extend our knowledge on how Internet use provides support and satisfaction for sexual needs that are significant to individuals affected by social discomfort. The study showed that shyness and anxiousness as temperaments associated with social discomfort were tied to utilizing the Internet for sexual experiences, such as exploration and strengthening of sexual identity.
Show less - Date Issued
- 2013
- Identifier
- CFH0004334, ucf:45031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004334
- Title
- THE INTERNET AND THE AMERICAN POLITICAL SYSTEM.
- Creator
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Gaar, Noah David, 7., , Pollock, University of Central Florida
- Abstract / Description
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The past eight years have seen a great increase in Internet usage in American culture and politics. It would seem that, in our digital age, the Internet has exercised strong effects on political behavior and even on legislators. This thesis explores the variety and intensity of these effects, finding them to be substantial and growing, although not yet robust.The main influences the net has exerted on American politics take place predominantly within two areas: political campaigns and online...
Show moreThe past eight years have seen a great increase in Internet usage in American culture and politics. It would seem that, in our digital age, the Internet has exercised strong effects on political behavior and even on legislators. This thesis explores the variety and intensity of these effects, finding them to be substantial and growing, although not yet robust.The main influences the net has exerted on American politics take place predominantly within two areas: political campaigns and online political interest groups. Activists are certainly using the Internet for political causes, but this sort of Internet usage is really just an extension of previous activism. The Internet does not create new habits; it simply offers a more convenient method of reading the news, communicating to others, or performing other activities we have already been inclined to perform. Even those Internet users who access political web sites are shown preeminently to be those who have otherwise accessed political information in other ways such as newspapers or televised news.So far the Internet has made campaign donations easier for people who are comfortable surfing the World Wide Web. But there is little evidence to show that these people would not have otherwise donated to the campaign by more traditional methods. The Internet has made political activism easier, but people who are not politically active will not suddenly change simply because the Internet offers itself as an expedient, inexpensive tool. We have seen, however, with groups like MoveOn.org, that activists are rallying, communicating, and demonstrating more efficiently than ever before. The political parties or groups that can most effectively use the Internet to mobilize voters and affect public opinion will greatly benefit themselves.
Show less - Date Issued
- 2004
- Identifier
- CFE0000140, ucf:46156
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000140
- Title
- A STUDY OF BLENDED LEARNING AT A METROPOLITAN RESEARCH UNIVERSITY.
- Creator
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Futch, Linda, Dziuban, Charles, University of Central Florida
- Abstract / Description
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The goal of this research was to better understand blended learning at the University of Central Florida (UCF). The investigator examined blended learning from the institutional, faculty, and student perspectives in an attempt to capture the complexities of this learning environment. For the institutional perspective, models emerged that were critical to the development of UCF's initiative and ongoing support of both fully online and blended courses. The individual faculty perspective...
Show moreThe goal of this research was to better understand blended learning at the University of Central Florida (UCF). The investigator examined blended learning from the institutional, faculty, and student perspectives in an attempt to capture the complexities of this learning environment. For the institutional perspective, models emerged that were critical to the development of UCF's initiative and ongoing support of both fully online and blended courses. The individual faculty perspective outlined unique characteristics of one blended course, HFT4932 - Exploring Wines of the World. The professor explained his/her choices and reasons for an instructional model as well as why the blended format was selected. The student perspective indexed student attitudes toward blended classes at UCF. Students continued to report high overall satisfaction with blended courses as well as high levels of quality interaction among students and with faculty. However, there continued to be a downward trend in satisfaction levels with younger generations of students. Students still reported convenience and flexibility as their primary reasons for taking blended courses. Many students viewed the blended format as a way to become active participants in their learning thereby developing new learning skills. Infrequently, technology difficulties were reported. Challenges for students were time management and poor course organization. Web-based instructional delivery is still relatively new with a growing need for models that provide guidelines and strategies for instructors. The investigator suggests the possibility that this study serve as a model for a blended learning assessment for other institutions.
Show less - Date Issued
- 2005
- Identifier
- CFE0000843, ucf:46663
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000843
- Title
- SuperWhoLock: An Analysis of Subculture in a Microblogging Setting.
- Creator
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Short, Dean, Grauerholz, Liz, Carter, Shannon, Anthony, Amanda, University of Central Florida
- Abstract / Description
-
While subcultural research has always been a common focus of sociological research, most such studies focus on deviant subcultures. This has led to a glut of information on countercultures and criminal subcultures, but relatively little study of less visible subcultures. While there is a great deal of research on the sociology of sport, including sport fandom, there is very little on other fandom subcultures. While this makes sense, as they are niche subcultures, the popularity of formerly...
Show moreWhile subcultural research has always been a common focus of sociological research, most such studies focus on deviant subcultures. This has led to a glut of information on countercultures and criminal subcultures, but relatively little study of less visible subcultures. While there is a great deal of research on the sociology of sport, including sport fandom, there is very little on other fandom subcultures. While this makes sense, as they are niche subcultures, the popularity of formerly niche entertainment is expanding rapidly. Much of this fandom renaissance owes its existence to the Internet, and its ability to bring geographically separate individuals together into communities of interest. This exploratory study examines a particularly niche fandom, the crossover fandom of Sherlock, Doctor Who, and Supernatural on Tumblr, a popular microblogging site. Though the site lacks tools for formal organization of such groups, it nonetheless gave rise to a unique fan subculture. Through a content analysis of posts sampled from the (")SuperWhoLock(") tag on Tumblr, this study attempts to understand both how subculture manifests in a social blogging setting, and what the reason is for the creation of this particular crossover subculture. Results show that subcultural markers such as image, argot, and shared values can be found online, though in necessarily different forms. The results also suggest that shared values strongly contributed to the creation of this crossover fandom, and may be stronger contributors to fandom community creation in general than expected.
Show less - Date Issued
- 2016
- Identifier
- CFE0006395, ucf:51510
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006395
- 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
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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.
Show less - Date Issued
- 2005
- Identifier
- CFE0000528, ucf:46460
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000528
- Title
- Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
- Creator
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Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
Show less - Date Issued
- 2012
- Identifier
- CFE0004445, ucf:49320
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004445
- Title
- EFFECTS OF DEADLINE CONDITIONS ON LEARNERS OF DIFFERENT PROCRASTINATION TENDENCIES IN AN ONLINE COURSE.
- Creator
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Wang, Pin, Gunter, Glenda, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the effects of three deadline conditions (i.e., frequent-instructor-set-deadline condition, flexible-instructor-set-deadline condition, and self-imposed-deadline condition) on students of different academic procrastination levels (high, medium, and low) in terms of their perceived learning, academic performance, and course satisfaction in an online course. A 3 x 3 factorial quasi-experimental design was adopted for this study. One hundred and...
Show moreThe purpose of this study was to investigate the effects of three deadline conditions (i.e., frequent-instructor-set-deadline condition, flexible-instructor-set-deadline condition, and self-imposed-deadline condition) on students of different academic procrastination levels (high, medium, and low) in terms of their perceived learning, academic performance, and course satisfaction in an online course. A 3 x 3 factorial quasi-experimental design was adopted for this study. One hundred and seventy three students from three classes of different majors voluntarily participated in the study with 50 students majoring in Agriculture, 61 in International Trading, and 62 in Food Manufacturing. The three classes were randomly assigned to three deadline conditions. Data were collected through an online survey and a final exam. This study found that there were significant differences in perceived learning and course satisfaction among high, medium, and low procrastinators, but there was no significant difference in academic performance among students at different procrastination levels. Low and medium procrastinators had significantly higher perceived learning and were significantly more satisfied with the course than high procrastinators. Among the three deadline condition groups, there were no significant differences in perceived learning and course satisfaction, however, the difference in academic performance was significant. The flexible deadline group achieved the best academic performance followed by the frequent and the self-imposed deadline groups. There was no interaction effect between procrastination and deadline conditions on any of the dependent variables. Limitations of the present study, recommendations for future research, and implications for practice are discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003872, ucf:48760
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003872
- Title
- Composing the Classroom, Constructing Hybridity: Writing Technology in(to) First-Year Composition Course Design.
- Creator
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Friend, Christopher, Vie, Stephanie, Wardle, Elizabeth, Scott, Blake, Stommel, Jesse, University of Central Florida
- Abstract / Description
-
Online education has received excessive attention in recent decades as its characteristics and potential have undergone intense debate and scrutiny. Similar debate and scrutiny surround the content of first-year composition (FYC) courses. As we continue to define what composition studies entails, we redefine what we study in FYC. Yet discussions of blended delivery mode---using both online and on-ground teaching methods---get lost amid these debates. This dissertation addresses the dearth of...
Show moreOnline education has received excessive attention in recent decades as its characteristics and potential have undergone intense debate and scrutiny. Similar debate and scrutiny surround the content of first-year composition (FYC) courses. As we continue to define what composition studies entails, we redefine what we study in FYC. Yet discussions of blended delivery mode---using both online and on-ground teaching methods---get lost amid these debates. This dissertation addresses the dearth of research on blended online writing instruction by asserting the essential nature of connections between the content and the delivery of FYC courses.Through case studies of two experienced instructors teaching FYC in a blended environment for the first time, this dissertation evaluates the composition(-)both as a noun and as a verb(-)of FYC courses in light of the technology involved. Through an analysis of interviews with instructors, students, and faculty involved with FYC, I highlight the points of contact(-)the interfaces(-)that themselves create the experience of a class. This analysis applies interface theory from rhetoric and composition to the pedagogical acts of teaching FYC and reveals how attention to classroom interfaces can benefit our pedagogy.This project also incorporates student performance data (in the form of portfolio evaluations), student perception data (in the form of surveys), and comparative institutional data (in the form of website analysis) to better understand the varied causes, effects, and implementations of blended learning. By looking outside the classroom environment, I show how schools influence the way blended courses are perceived by those who create them. The differences in student and instructor expectations for this kind of class emerged as particularly influential in determining how successful a blended course can be.The perspective taken by an instructor in terms of experience and expertise also emerged as a significant determinant of perceived success, particularly for instructors themselves. This dissertation reveals the delicate balance instructors must navigate between relying on expertise in the field and exploring the course delivery as a novice. This balance allows instructors to be responsive, flexible, and dynamic in their classes while also assisting students in their efforts to better understand FYC course content.Overall, this dissertation defines and advocates for a hybrid approach to FYC instruction as an essential evolution of our pedagogical praxis. Students lead increasingly hybrid lives and learn in increasingly hybrid ways. Instructors must adopt hybridity in their classes to accommodate not only students' changing learning styles but also the changing nature of composition as a field and writing as its subject matter. And finally, institutions must consistently define and implement principles of hybridity to help reduce confusion and frustration across the disciplines. Suggestions for educators and institutions alike are provided to help meet the needs of today's students.
Show less - Date Issued
- 2014
- Identifier
- CFE0005332, ucf:50541
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005332
- Title
- THE EFFECTIVENESS OF POST-SECONDARY WEB BASED COMMUNICATION IN THE UNIVERSITY OF CENTRAL FLORIDA'S ONLINE EDUCATIONAL SETTING.
- Creator
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Hinchman, Brandon, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
While technology continues to advance, so do methods of learning. In post-secondary education during the twentieth century, the traditional classroom setting was geared toward auditory instruction and face-to-face peer interaction. Not only was this the most efficient means of instruction for the time period but the only means. Along with the advent of communication technology came the concept of Web courses. Web courses have expanded the means by which students can experience course lectures...
Show moreWhile technology continues to advance, so do methods of learning. In post-secondary education during the twentieth century, the traditional classroom setting was geared toward auditory instruction and face-to-face peer interaction. Not only was this the most efficient means of instruction for the time period but the only means. Along with the advent of communication technology came the concept of Web courses. Web courses have expanded the means by which students can experience course lectures and have beckoned the use of updated media by which such lectures can take place. Such media include threaded discussions, chat rooms and e-mail. At the University of Central Florida, the gradual change from WebCT to Webcourses offered students more direct contact with updated threaded discussions and more centralized communication on the whole. The quality of such communication measures has been in question, though, and the effectiveness of such online communication methods is the focus of my research.
Show less - Date Issued
- 2009
- Identifier
- CFE0002749, ucf:48147
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002749
- Title
- COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE.
- Creator
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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.
Show less - Date Issued
- 2010
- Identifier
- CFE0003221, ucf:48566
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003221
- 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.
Show less - Date Issued
- 2017
- Identifier
- CFE0006644, ucf:51255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006644
- 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.
Show less - 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
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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.
Show less - Date Issued
- 2006
- Identifier
- CFE0000940, ucf:46730
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000940
- Title
- THE ANALYSIS OF THE RELATIONSHIP BETWEEN LEARNING STYLES AND THE LEARNERS' KNOWLEDGE ACQUISITION AND REACTIONS THROUGH THE ONLINE CASE STUDY.
- Creator
-
ZENG, RUI, Blasi, Laura, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at...
Show moreThe purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at a southeastern university, the researcher examined how students learned and responded to an online case study relative to their learning styles. Kolb's learning style inventory and a learner feedback survey questionnaire were administered respectively before and after the case study. Scores on Kolb's learning style inventory were used to classify the students' learning style preferences. A paired samples t-test was used to analyze the learners' knowledge test scores before and after the case study. The data revealed that the mean of students' post-test scores was significantly higher than the mean of their pre-test scores. Using descriptive methods, students' responses to the feedback questionnaire were analyzed. There was no difference shown between students with different learning style preferences, their overall reactions to the case study, and their reactions to certain elements (e.g., the content map, the assistants, and the navigation) included in the case study. Overall, most students' reactions to the case study were positive. Open-ended questions in the feedback questionnaire were analyzed and three assertions were generated. Of the optional features included within the case study, eighty two percent of students used the practice quizzes to self-check whether they understood the concepts and content covered in the cases. Students' post-test scores were congruent with their reactions to the online case study (with higher scoring students expressing more positive responses); and students' preferences regarding the use of online cases for study emerged in patterns relative to their career background. The study results showed that case studies can be used effectively in teacher education programs, while many learners (74%) favored using the case study and developed positive reactions through their case study experiences.
Show less - Date Issued
- 2006
- Identifier
- CFE0001279, ucf:46884
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001279
- Title
- ONLINE SUPPORT GROUP FOR CHINESE WOMEN WITH OVARIAN OR CERVICAL CANCER.
- Creator
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Xing, Yuan, Loerzel, Victoria, University of Central Florida
- Abstract / Description
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Women with gynecological (GYN) cancer experience a wide spectrum of physical, emotional and social effects after diagnosis and treatment of their cancer. The insufficient availability of local support groups, limited transportation for the rural Chinese population and a shortage of oncologists make it difficult to have face-to-face support groups for Chinese GYN cancer patients. However, the wide access of Internet has provided an opportunity for people to have online support groups. The...
Show moreWomen with gynecological (GYN) cancer experience a wide spectrum of physical, emotional and social effects after diagnosis and treatment of their cancer. The insufficient availability of local support groups, limited transportation for the rural Chinese population and a shortage of oncologists make it difficult to have face-to-face support groups for Chinese GYN cancer patients. However, the wide access of Internet has provided an opportunity for people to have online support groups. The purpose of this study was to observe and describe the types of support given to and by Chinese GYN cancer survivors in a QQ chat group. This was a qualitative study that used the directed content analysis approach. A QQ group was observed for two weeks between March 10th (12:01am) and March 24st (11:59pm) 2018 Beijing time. Observed online posts were copied and pasted into a WORD ™ document for analysis. There were 4 themes observed: sharing experience, information exchange, emotional support and Guardian Against Cancer group member benefits. The results of the study suggested that women supported each other but little evidence-based support was observed. Healthcare providers should be monitoring and engaging in conversations with group members. Well-planed and organized information sessions should also be beneficial for members. Further research on understanding members' needs on online support groups and the effectiveness of intervention should be conducted.
Show less - Date Issued
- 2018
- Identifier
- CFH2000382, ucf:45808
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000382
- Title
- Methods for online feature selection for classification problems.
- Creator
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Razmjoo, Alaleh, Zheng, Qipeng, Rabelo, Luis, Boginski, Vladimir, Xanthopoulos, Petros, University of Central Florida
- Abstract / Description
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Online learning is a growing branch of machine learning which allows all traditional data miningtechniques to be applied on an online stream of data in real-time. In this dissertation, we presentthree efficient algorithms for feature ranking in online classification problems. Each of the methodsare tailored to work well with different types of classification tasks and have different advantages.The reason for this variety of algorithms is that like other machine learning solutions, there is...
Show moreOnline learning is a growing branch of machine learning which allows all traditional data miningtechniques to be applied on an online stream of data in real-time. In this dissertation, we presentthree efficient algorithms for feature ranking in online classification problems. Each of the methodsare tailored to work well with different types of classification tasks and have different advantages.The reason for this variety of algorithms is that like other machine learning solutions, there is usuallyno algorithm which works well for all types of tasks. The first method, is an online sensitivitybased feature ranking (SFR) which is updated incrementally, and is designed for classificationtasks with continuous features. We take advantage of the concept of global sensitivity and rankfeatures based on their impact on the outcome of the classification model. In the feature selectionpart, we use a two-stage filtering method in order to first eliminate highly correlated and redundantfeatures and then eliminate irrelevant features in the second stage. One important advantage of ouralgorithm is its generality, which means the method works for correlated feature spaces withoutpreprocessing. It can be implemented along with any single-pass online classification method withseparating hyperplane such as SVMs. In the second method, with help of probability theory wepropose an algorithm which measures the importance of the features by observing the changes inlabel prediction in case of feature substitution. A non-parametric version of the proposed methodis presented to eliminate the distribution type assumptions. These methods are application to alldata types including mixed feature spaces. At last, we present a class-based feature importanceranking method which evaluates the importance of each feature for each class, these sub-rankingsare further exploited to train an ensemble of classifiers. The proposed methods will be thoroughlytested using benchmark datasets and the results will be discussed in the last chapter.
Show less - Date Issued
- 2018
- Identifier
- CFE0007584, ucf:52567
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007584
- Title
- Integrating Multiobjective Optimization with the Six Sigma Methodology for Online Process Control.
- Creator
-
Abualsauod, Emad, Geiger, Christopher, Elshennawy, Ahmad, Thompson, William, Moore, Karla, University of Central Florida
- Abstract / Description
-
Over the past two decades, the Define-Measure-Analyze-Improve-Control (DMAIC) framework of the Six Sigma methodology and a host of statistical tools have been brought to bear on process improvement efforts in today's businesses. However, a major challenge of implementing the Six Sigma methodology is maintaining the process improvements and providing real-time performance feedback and control after solutions are implemented, especially in the presence of multiple process performance objectives...
Show moreOver the past two decades, the Define-Measure-Analyze-Improve-Control (DMAIC) framework of the Six Sigma methodology and a host of statistical tools have been brought to bear on process improvement efforts in today's businesses. However, a major challenge of implementing the Six Sigma methodology is maintaining the process improvements and providing real-time performance feedback and control after solutions are implemented, especially in the presence of multiple process performance objectives. The consideration of a multiplicity of objectives in business and process improvement is commonplace and, quite frankly, necessary. However, balancing the collection of objectives is challenging as the objectives are inextricably linked, and, oftentimes, in conflict.Previous studies have reported varied success in enhancing the Six Sigma methodology by integrating optimization methods in order to reduce variability. These studies focus these enhancements primarily within the Improve phase of the Six Sigma methodology, optimizing a single objective. The current research and practice of using the Six Sigma methodology and optimization methods do little to address the real-time feedback and control for online process control in the case of multiple objectives.This research proposes an innovative integrated Six Sigma multiobjective optimization (SSMO) approach for online process control. It integrates the Six Sigma DMAIC framework with a nature-inspired optimization procedure that iteratively perturbs a set of decision variables providing feedback to the online process, eventually converging to a set of tradeoff process configurations that improves and maintains process stability. For proof of concept, the approach is applied to a general business process model (-) a well-known inventory management model (-) that is formally defined and specifies various process costs as objective functions. The proposed SSMO approach and the business process model are programmed and incorporated into a software platform. Computational experiments are performed using both three sigma (3?)-based and six sigma (6?)-based process control, and the results reveal that the proposed SSMO approach performs far better than the traditional approaches in improving the stability of the process. This research investigation shows that the benefits of enhancing the Six Sigma method for multiobjective optimization and for online process control are immense.
Show less - Date Issued
- 2013
- Identifier
- CFE0004968, ucf:49561
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004968
- Title
- EXAMINING FACTORS THAT AFFECT KNOWLEDGE SHARING AND STUDENTS' ATTITUDE TOWARD THEIR LEARNING EXPERIENCE WITHIN VIRTUAL TEAMS.
- Creator
-
He, Jinxia, Gunter, Glenda, University of Central Florida
- Abstract / Description
-
This study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students'...
Show moreThis study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students' grades. A correlation design was conducted to discover if there are any relationships among these five factors and knowledge sharing within virtual teams. Participants in this study were 148 undergraduate students from two classes in the Health Services Administration program in the College of Health and Public Affairs. The two classes were asynchronous online courses and both instructors used virtual teaming in their online courses. Online interaction occurred via online discussion boards, email, and online chat rooms. The results indicate that mutual influence and team cohesion are two major factors that directly affect knowledge sharing within virtual teams. Conflict mediates the relationship between trust and knowledge sharing. Leadership was also found to have a strong relationship with team cohesion, which then had a relationship with knowledge sharing. As far as the relationship between quality and quantity of knowledge sharing and the student's grade, it was found that there is relationship between the quantity of knowledge sharing and students' grades, however, no significant relationship exists between quality of knowledge sharing and students' grades. The implications of this research for use of virtual teams in online distance education are also discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002960, ucf:47980
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002960
- Title
- The Influence of Online Dating on Emerging Adults' Levels of Empathy, Objectification of Others, and Quality of Romantic Relationships.
- Creator
-
Bloom, Zachary, Lambie, Glenn, Taylor, Dalena, Barden, Sejal, Gutierrez, Daniel, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to investigate the directional relationship between emerging adults' intensity of online dating and their levels of empathy, objectification of others, and quality of romantic relationships. This investigation tested the theoretical model that emerging adults' (N = 1,613) intensity of online dating (as measured by the Online Dating Intensity Scale [ODI]) contributed to their levels of empathy (as measured by the Adolescent Measure of Empathy and Sympathy...
Show moreThe purpose of this research study was to investigate the directional relationship between emerging adults' intensity of online dating and their levels of empathy, objectification of others, and quality of romantic relationships. This investigation tested the theoretical model that emerging adults' (N = 1,613) intensity of online dating (as measured by the Online Dating Intensity Scale [ODI]) contributed to their levels of empathy (as measured by the Adolescent Measure of Empathy and Sympathy [AMES]; Vossen, Piotrowski, (&) Valkenburg, 2015), objectification of others (as measured by the Sexual-Other Objectification Scale [SOOS]), and quality of relationships with romantic partners (as measured by the Relationships Structure Questionnaire [ECR-RS; Fraley, Heffernan, Vicary, (&) Brumbaugh, 2011] and Relationship Assessment Scale [RAS; Hendrick, 1988]). Specifically, the researcher tested the hypothesized directional relationship that emerging adults with greater intensity of using online dating services (e.g., websites and applications) would have (a) decreased levels of empathy, (b) increased levels of objectification of others, and (c) decreased quality of relationships with romantic partners. In addition, the researcher investigated the relationship between emerging adults' demographic variables (e.g., age, gender, ethnicity, etc.) and the intensity of their use of online dating services, levels of empathy, objectification of others, and relationship quality with romantic partners.The researcher conducted a thorough review of the literature regarding the constructs of interest in this investigation, providing conceptual evidence and empirical support for the research hypotheses and exploratory research questions. A convenience sample of emerging adult undergraduate or master's level students enrolled in various colleges and universities throughout the United States were invited to participate in this study. The researcher collected data through web-based survey and face-to-face administration. The researcher employed structural equation modeling (SEM) analyses to test the research hypothesis. In order to utilize SEM, the researcher also conducted confirmatory factor analyses and exploratory factor analyses to evaluate the validity and reliability of the assessment data used in the investigation. Additionally, the researcher conducted multiple linear regression, Pearson Product-Moment correlations, Spearman Rank Order correlations, and analysis of variance to analyze the data for the exploratory questions.The results of the structural equation model (SEM) analyses identified that emerging adults' intensity of online dating contributed to their levels of empathy (5.3% of the variance explained) and objectification of others (9% of the variance explained). Furthermore, the results of the analyses indicated a dynamic relationship between emerging adults' levels of empathy and objectification of others. Specifically, emerging adults' level of empathy shared a strong negative relationship with their level of objectification of others (98% of the variance explained). In contrast, emerging adults' level of objectification of others positively related to empathy (59.3% of the variance explained). Lastly, emerging adults' levels of empathy and objectification of others contributed to emerging adults' quality of romantic relationships (64% of the variance explained; 37% of the variance explained respectfully). The researcher compared the findings from the current investigation to previous research and assessed the limitations of this study. The findings from the study have implications for future research, clinical practice, counselor education, and instrument development. Specifically, findings from this investigation provide support for (a) increased clinical awareness of emerging adults' widespread use of online dating services; (b) the incorporation of social communication technology and online dating subjects into CACREP accredited counseling courses; and (c) and insight into the instrument development of the ODI, AMES, and SOOS.
Show less - Date Issued
- 2016
- Identifier
- CFE0006075, ucf:50943
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006075
