Number of Doctoral Graduates
0

I am proud to have mentored these students to completion in their doctoral studies at the University of Florida. Please note that I have only included those graduates that I directly mentored or co-mentored through the dissertation process. I have served on several more committees that are not listed here.

Dissertation Title: Conducting a needs analysis using job analysis and qualitative data analysis software to generate a training plan in a Federal agency: A case study

Link to Dissertation: <Not Yet Available>

Dissertation Abstract: Federal health agencies are facing multiple vacancies and governance challenges due to their aging workforce, additional needs due to COVID-19, remote work opportunities, and decades-long mandates for reforming the Federal recruitment and hiring process. Training curriculum is often planned to be responsive to job-related competencies and current workforce demands. However, information critical to operations may not be well-documented, shared, or may be overseen by multiple, disconnected offices. While rebuilding the federal workforce, a comprehensive and adaptive training curriculum is necessary to onboard new employees with the critical knowledge and competencies required to be successful.

The aims of this study were twofold. First, the research aims to demonstrate how analyzing a corpus of job-related artifacts using qualitative data analysis software can potentially improve the effectiveness of needs analysis and offer a fluid structure for knowledge to be added and restructured. Second, the study investigated the perceived accuracy and benefits of generating a training plan after conducting a gap analysis using the needs analysis results. This case study was conducted in a large supply chain office within an extensive Federal Health system. Data was collected using existing job descriptions and handbooks and analyzed using MAXQDA software. The data analysis was validated using a feedback survey and two rounds of semi-structured interviews with case study participants.

The findings indicated that the method used to analyze job artifacts with the MAXQDA software produced an accurate and objective portrayal of the critical competencies required in job occupations. However, the method lacked the ability to prioritize tasks by frequency and importance. Additionally, the findings indicated that the training planning template and subsequent training action plan were highly useful tools for aligning training topics and identifying performance gaps in existing employees. The findings highlight the importance of utilizing multiple measurements, evaluations, and tools to gain an understanding of existing employee performance challenges that may or may not be addressed by training. Additionally, although a responsive and flexible training curriculum is a highly valuable product, the findings indicate that on-the-job training and implicit knowledge derived from peers are equally valued.

Dissertation Title: A design and development case study of an online corequisite module for a college Algebra course

Link to Dissertation: <Not Yet Available>

Dissertation Abstract: In response to the large number of high school students entering community colleges in the United States who are not prepared to begin college-level mathematics courses, and the poor success rates of students enrolled in the traditional prerequisite developmental courses that have been required for such students for many years, national attention is focused on alternative and accelerated developmental support. This dissertation documents the design, development, and implementation of the Online Corequisite College Algebra Support module, or OCCAS, a concurrently taught asynchronous online support approach for a common college-level mathematics course, as illuminated by previous research on similar approaches and guided by standard design models. This design and development dissertation focuses on two main aspects of the OCCAS: 1) The replacement of traditionally delivered prerequisite semester and multi-semester developmental courses with only the specific mathematical and developmental skills identified as appropriate and necessary for each concept or topic, and presented on an as-needed basis for the study of the college-level material, and 2) The strategic placement of tools and features intended to mitigate impediments to the effectiveness of developmental support for mathematics in general and specifically in an online context, as identified in the literature. The development portion of the study documents the process of putting this design into an active and employable format within the existing learning management system utilized at this time by the school where this study is taking place, and the utilization of existing online software to fulfil the design requirements. Formative feedback was be sought from faculty who participated in the original structuring of the connections between prerequisite and College Algebra material, and who taught earlier versions of this class in a face-to-face environment. The implementation of the module is documented and accompanied by observations, surveys, and interviews of the students in the OCCAS-supported course in order to examine perceptions and evaluations of the module and the effects of the design and development process. This dissertation concludes with a discussion of the results of the study and the resulting improvements that are to be incorporated into future iterations of the OCCAS-supported course.

Dissertation Title: Designing a digital game to foster international English language learners language-related episodes: A design-based research approach

Link to Dissertation: <Not Yet Available>

Dissertation Abstract: Research interest in digital game-based second language learning (DGBL2L) emerged in the early 2000s and has grown steadily since 2013. In 16 systematic reviews, scoping reviews, and meta-analyses published in the past ten years, DGBL2L scholars identified 23 types of benefits of using digital game-based learning interventions/products to promote second language acquisition. While digital game-based learning is widely recognized as beneficial for second language acquisition, when looking at the overall status quo of the current DGBL2L research, several gaps and limitations are evident, including a lack of (1) sufficient theoretical grounding that informed DGBL2L research, (2) empirical studies on using digital game-based learning to support second language leaner’s full communication skills, and (3) systematic research frameworks to guide empirical studies. To address these limitations, the purpose of this mixed-methods design-based research (DBR) study is to iteratively design, develop, and formatively evaluate a DGBL2L intervention that utilizes a task-based language teaching (TBLT) pedagogical approach and is informed by activity theory (AT), and to test the intervention on its ability to promote language-related episodes (LREs), so as to provide preliminary evidence that the intervention has potential to promote second language learning. A participatory design approach is used to involve target learners throughout the iterative design process, and formative evaluation data are collected to inform the refinement of the intervention and enhance theoretical understanding. Based on the anticipated findings, future research directions are proposed.

Dissertation Title: Experiences of video game play and Subreddit communities on self-reported well-being and resiliance during COVID-19: A phenomenological study of Animal Crossing: New Horizons 

Link to Dissertation: Proquest

Dissertation Abstract: COVID-19, the global pandemic first reported in 2019, has led to many potential negative mental well-being issues, including depression, anxiety, and boredom. Research suggests that informal, targeted psychological interventions, such as those that allow for a sense of control and virtual socialization, may be helpful in boosting mental well-being and general resilience. Of the many interventions that exist, two informal ones are examined in this study: 1) video game play, and 2) online gamerelated forum discussions. For video game play, one game—Animal Crossing: New Horizons, or ANCH—was examined primarily due to its massive popularity during the height of the COVID-19 pandemic. For online, game-related forum discussions, Reddit was chosen due to its global popularity and plethora of available game-related forums, also called subreddits. In this hermeneutic phenomenological study, data was collected from six participants (n=6) who both played the game and participated in game-related subreddits during the height of the COVID-19 pandemic. These participants, with ages ranging 18 to 35, completed two background questionnaires and two online, Zoom cinterviews. Results from these participants indicated that ACNH and its subreddit communities helped these players maintain their mental well-being and build resilience by providing increased opportunities for: 1) socialization, 2) escapism, 3) goal-setting, 4) player autonomy, and 5) real-world connections. These results likely have implications for: 1) mental health professionals, 2) video game players and designers, and 3) researchers interested in using video games for supporting mental well-being and resilience. Suggestions for future research are also provided.

Dissertation Title: An exploration of organizational culture in the remote work environment: A Delphi study

Link to Dissertation: Proquest

Dissertation Abstract: This study was an exploration of organizational culture in the remote work environment. A classical Delphi study was selected as the most appropriate research methodology available for this exploratory work. The subject matter, organizational culture and the remote work environment were identified as worthy of study given the well-recognized relationship of organizational culture to organizational success and the recent large-scale increase in the number of remote workers initiated by the COVID-19 pandemic. In this study, the researcher led a diverse panel of experienced remote worker managers through a confidential consensus-building process of three rounds of online questionnaires. The results from the study were analyzed and interpreted in the context of Edgar Schein’s three element model of organizational culture (artifacts, values, and assumptions) combined with social constructivist learning theory. It was determined that the remote work environment does present several key culturally relevant factors. A total of 97 survey factors were identified, 88 of which achieved consensus by round three. Several key themes were identified including the critical need for trust and to create the opportunity for informal interactions that aid in trust, relationship building and cultural diffusion. Additional focus areas for leadership and management were identified including new skill sets needed for the remote work environment, the importance of consistency, and establishing the norms or acceptable remote environment behaviors. Context or organizational culture type is also discussed. Effectively, if an organization transitions to a dominantly remote work environment, several cultural adaptations are necessary to encourage success.

Dissertation Title: A metacognitive approach to foster the development of credibility assessment skills in undergraduate learners

Link to Dissertation: Proquest

Dissertation Abstract: The explosion of the Internet and prominence of social media platforms have created a dynamic online information ecosystem. The roles of traditional gatekeepers of credible information (e.g., news organizations) have been diminished, and individuals are often on their own in evaluating an abundance of information online coming from more sources than ever before. As a result, misinformation can easily spread in the online environment. The spread of misinformation can lead to individuals making decisions that are not in the best interests of themselves or the public, and can impact society through increasing cynicism, apathy, and extremism. To combat misinformation, individuals need to develop sufficient skills in online credibility assessment – the ability to assess the credibility of online information and resources. Assessing the credibility of information, however, has been shown to be a difficult and complicated task in the online environment.

This dissertation includes three interrelated studies to address the problem of the spread of misinformation in the complex online environment. These studies address this problem through a focus on a metacognitive approach to developing credibility assessment skills in individuals. First, a systematic review of literature was conducted on the intersection of metacognition and credibility assessment. This study conceptualized the roles that metacognition can play in credibility assessment and discussed how metacognition has been incorporated into credibility assessment instruction in the past. The second study documented all stages of the design and development process involved in creating an online, multimedia instructional module that applies a metacognitive approach to foster credibility assessment skills in undergraduate learners. Analysis techniques, instructional design models and frameworks, and evaluation strategies that were integral to the design process are discussed. Finally, an experimental study evaluated this online module and explored the influence of metacognitive prompting on undergraduate learners’ credibility assessment abilities, behaviors, and perceptions. Metacognitive prompting was not found to lead to significant differences between groups, but analysis of quantitative and qualitative data provided valuable insights regarding the metacognitive approach to credibility assessment instruction and its impact on performance and behaviors. Findings for each study, key takeaways, and implications on research and practice are discussed.

Dissertation Title: Measuring general education community college faculty’s beliefs on computational thinking skills correlated with curriculum instruction strategies in higher education

Link to Dissertation: Proquest

Dissertation Abstract: Wing (2010) says computational thinking (CT) is the “new literacy of the 21st century” (p. 3), but yet computational thinking does not have a widely accepted definition making it difficult to know what are its associated skills.  Understanding what these skills are is important to be able to teach this new literacy.  Various populations within K-12 and universities have been researched to determine what CT skills include, however, the community college/state college faculty have not provided their voice until now. 

This study through the creation and distribution of a survey sought to determine which of six CT skills Florida’s general education community/state college faculty believe are important along with what curriculum integration strategy is believed best for teaching each skill.  Individual interviews and a focus group of general education faculty were conducted to assist in defining CT skills within the survey.  The final Beliefs About Computational Thinking Skills (BACTS) survey was distributed to Florida’s 28 community/state college’s general education faculty with 368 participants responding. 

To determine the underlying structure within CT skills and curriculum integration constructs, exploratory factory analysis was used.  A correlation analysis between the CT skills to the curriculum integration strategies was conducted.  The results reveal all six CT skills are believed to be important with statistically significant evidence suggesting most of the CT skills can be incorporated within the disciplines with the exception of one skill taught within the computing discipline.

Dissertation Title: Nursing students’ acceptance of an online computer-based simulation system utilizing technology acceptance model

Link to Dissertation: Proquest

Dissertation Abstract: The use of technology in nursing education has burgeoned. COVID-19 pandemic has further increased its usage. One form of technology utilized in nursing education is online computer simulations. Online computer-based simulations provide content and clinical knowledge due to limited clinical placements and faculty shortages (Dutile, Wright, & Beauchesne, 2011; Robinson & Dearmon, 2013; Sweigart et al., 2014). Understanding user acceptance and usage of informational technology (IT) is a priority for educators in providing adequate training for users (Venketash & Davis 1996, 2000).

The purpose of this mixed method triangulation study was to discover if external factors influence nursing students’ acceptance of online computer-based simulations using the Technology Acceptance Model (TAM). An online computer-based simulation software by Elsevier/Evolve called simulation learning system (SLS) for RN 2.0 was utilized for this study.

Participants included 210 senior accelerated and junior traditional nursing students from a large southeastern university. Data was collected using an online survey tool with a 7-point Likert scale and three open-ended questions. A research-based path model was created, and data was analyzed in SPSS and AMOS. Constant Comparative Method (CCM) was utilized for the three open-ended questions. The results revealed statistically significant evidence that external factors of instruction and support influenced behaviorial intention of undergraduate nursing students in using the SLS software.

Dissertation Title: Educational technology project management effectiveness factors across industry sectors: A web-based classical Delphi Study

Link to Dissertation: Proquest

Dissertation Abstract: Since so much of what educational technology practitioners do involves project management, there has been an explosion of educational technology jobs that specifically require project management skills. Therefore, it is imperative for our professionals to attain the key competencies needed to effectively manage diverse educational technology projects. The purpose of this classical Web-based Delphi study was to explore, identify, categorize, and interpret the essential (i.e., core) competencies needed to be an effective educational technology project manager across industry sectors. In this study, the researcher led a diverse panel of experienced project managers from four separate industry sectors in educational technology-related positions through an anonymous consensus-building process of three rounds of online questionnaires.

This study used the attribute-based aspects of Crawford’s integrated model of competence and the AECT-defined construct of educational technology to conceptualize and define project management competence within the educational technology field. The results from the final Delphi round were analyzed and interpreted using a lens of theoretical pluralism informed by classical project management and emerging perspectives on project management. As part of the interpretation, the Delphi results were also mapped to and compared with two prominent perspectives on project management competency: A Guide to the Project Management Body of Knowledge (Project Management Institute, 2017) and the project management success factors of Brill, Bishop and Walker (2006).

Based on the results of the study, the researcher has provided recommendations to educational technology professionals, employers, and higher education programs. In sum, this study sought to (1) inform the overall theory of project management, (2) support the developing theory and practice of educational technology project management, and (3) contribute to educational technology project management education. It accomplished these goals by identifying, categorizing, and interpreting 125 key competencies needed to manage complex projects within the non-traditional project-based occupation/application area of educational technology and by providing empirically-grounded insight into the nature of the project management competencies needed for a project-based field that has traditionally been underrepresented within project management research and education.Pu
Dissertation Title: Parent engagement using Information and Communication Technology in elementary Title 1 schools

Link to Dissertation: UF Catalog

Dissertation Abstract: Parents and families of Title I schools in a large urban school district expressed communication as one of the barriers to their engagement. This occurred after Information and Communication Technology (ICT) resources were increased district wide. The barrier generated a problem of practice for the Title I office because parent engagement was one of the major components of the grant project. The theoretical design adapted for the study was Epstein’s (2001) Overlapping Spheres of Influence. The theory emphasized the overlap of communication between the family and the school using ICT as a catalyst to impact student achievement.

A cross sectional survey was designed to gather input from parents to be able to describe the situation and pose solutions to the problem of practice. The research question was: which methods of ICT are most effective in supporting the greatest level of parent involvement in an elementary school implementing the Title I grant project. Results of the study demonstrated parents preferred ICT resources that provided them with leverage with communication, two-way communication options, and multiple communication features. Results also revealed that parents felt that the district and school communicated effectively with them with the tools that were primarily used, however the tools selected for primary communication did not fully align to two-way communication preferences. The differences between overall communication preferences and individual school preferences were more pronounced at the individual school level. The implications of this study are intended to help educators understand how to design two-way communication mechanisms with parent input that will yield greater returns on investment.

Dissertation Title: Relationships among technology use, reader self-concept, reading value, reading ability, and teen pleasure reading

Link to Dissertation: Proquest

Dissertation Abstract: Prior research shows teen pleasure reading is on the decline, and we simply do not know why. In particular, little is known about how the ubiquitous use of technology relates to the amount of time teens spend reading for fun. This study explores the relationships among technology use, self-concept as a reader, value placed on reading, reading ability and time teens spend reading for pleasure. A survey comprised of questions from the Adolescent Motivation to Read Profile (AMRP) and The Common Sense Census: Media Use by Tweens and Teens was administered to 122 Northeast Florida high school juniors. Each teen’s survey data were aligned to their reading ability score on the Florida Standards Assessment (FSA) to create one data set. Whether examining frequency or time, it is clear teens are not reading for pleasure. 41.7% of respondents reported never reading for pleasure or reading less than one time per month. Conversely, teens reported frequently using technology. Teens were asked about using computers for non-academic purposes, including time spent online gaming, using social media, watching TV and videos, and listening to music. Nearly 68% of the teens reported using technology every day with nearly 28% using technology several times a day to nearly constantly. This study analyzes two pleasure reading models: the first correlates reading frequency and use of technology and the second looks at reading time and time spent on technology along with the other independent variables. Neither model was a strong fit. Results reaffirm previous research showing a relationship between reading value and teen pleasure reading and between reading ability and self-concept. In addition, participants’ perceived value of reading related to the time they spend pleasure reading. Neither technology use nor frequency was correlated with the other variables of self-concept as a reader, value placed on reading, reading ability and time teens spend reading for pleasure. This result was surprising and may be due to the fact that there was little variance in reported technology use with almost all participants reporting high usage. Future research should employ technology usage measures that will likely result in more variance. In addition, interviews with teens may reveal additional variables influencing their decisions to read for pleasure.

Dissertation Title: Path analysis of technology integration factors in Magnet schools

Link to Dissertation: Proquest

Dissertation Abstract: Access to and use of technology are a vital piece of a student’s experience in the magnet school classroom today. Magnet School Assistance Program (MSAP) grant funded schools make great investments in resources for schools as an approach to removing access barriers for students and making schools more attractive to families. Previous studies of MSAP spending have found that 100% of awardees used funds to upgrade instructional technology resources and 98% used funding to offer teacher professional development. Despite these continued investments in and commitments to adopting new technologies, the technology integration process is complex and frequently rife with challenges. The purpose of this research was to examine the effects of teachers’ characteristics, school characteristics, and contextual characteristics on teacher belief, teacher confidence and comfort using technology, and teacher use of technology as mediators of classroom technology integration. A research-based path model was designed and tested based on data gathered from 155 teachers from eight magnet schools within one school district in southwest Arkansas. Results show that school technology professional development positively and significantly influences constructivist teacher belief, teacher confidence and comfort using technology, and classroom technology integration. Teacher comfort and confidence using technology was positively and significantly influenced by teachers’ constructivist teaching belief and had a significant, positive direct effect on teacher technology use. Constructivist teacher belief was the only variable to have significant, positive direct, indirect, and total effects on classroom technology integration. Further, both teacher confidence and comfort using technology and teacher technology use had a significant, positive effect on classroom technology integration. The findings provided significant evidence that the path model is useful in explaining factors affecting classroom technology integration in magnet schools and the relationships among the factors. A discussion of results in the context of the literature provides important direction for how to best support classroom technology integration along with implications for the researcher, the immediate context and magnet schools.

Dissertation Title: The design, development, implementation, and evaluation of a flipped instructional unit for an Advanced Placement computer science A class

Link to Dissertation: UF Catalog

Dissertation Abstract: The number of students taking computer science is on the rise, yet there are not enough qualified computer science teachers to fill the need, which may be attributing to the low retention rate in computer science programs. Since flipped learning, a form of blended learning affords the opportunity for active learning in the classroom, it was used as a foundation in an effort to improve students’ levels of engagement and satisfaction in learning computer science, ideally improving their attitudes towards computer science and ultimately increasing the retention rate in computer science programs. In addition, this study was conducted to aid teachers that are new to the field of computer science as well as to improve the quality of my own instruction. This design and development dissertation begins with a with an overview of the initial design of a flipped instructional unit on the topic of arrays for an Advanced Placement Computer Science A (AP CSA) class that spanned over 19 days. The unit was designed based on the cognitive theory of multimedia learning (CTML), active learning techniques, and recommendations made by previous researchers. It was then further developed with the aid of a focus group. This study examined the focus group’s recommendations, the extent to which the unit was implemented as designed, the students’ perceptions of the unit, the potential effectiveness of the unit, and outlines a set of lessons learned and final revisions made to the unit. The focus group made several suggestions that resulted in minor updates during the development phase. The main impediment to a smooth implementation was the underestimation of the anticipated time required for the activities; more time should be devoted to future implementations of this unit. Finally, although all activities appeared to have some value, solving programming exercises surfaced as the most favored activity. The study concludes with a discussion of the results and outlines implications for me as an educator, and for the fields of flipped computer science classrooms, general flipped classrooms, and general computer science.

Dissertation Title: 3D printing integration in K-12 science classrooms: The relationship with students’ STEM motivation, 21st century skills, and interest in STEM careers

Link to Dissertation: Proquest

Dissertation Abstract: As an emerging technology in K-12 education, 3D printing has gained much attention from educators. However, meaningful 3D printing integration into K-12 STEM curricula is still scarce, and little is known about how teacher beliefs influence 3D printing integration and how the integration may influence students’ learning outcomes. This study examined the relationship between teacher beliefs, 3D printing integration, and students’ STEM motivation, 21st century skills, and interest in STEM careers, which are essential for students to participate in STEM disciplines and future STEM careers. This study included 26 teachers across 6 states in the U.S. and their 1501 students, who participated in the iDigFossils project. Teachers’ lesson plans were analyzed to examine the 3D printing and STEM integration levels. Data on teacher beliefs, and students’ STEM motivation, 21st century skills, and interest in STEM careers were collected using previously validated surveys. This study conducted correlational and multilevel modeling analyses to examine the relationships between these variables. Results indicated that teacher beliefs and 3D printing integration were generally not correlated except for a negative relationship between teachers’ self-efficacy in pedagogical content knowledge and STEM integration level. Teachers perceived 3D printing integration as beneficial for students, but they encountered a few challenges including logistic and technical issues, lack of time and resources, insufficient ability to use 3D printers and connect 3D printing with curriculum, and also to engage and teach students with individual differences. Furthermore, teachers’ STEM integration level was a positive predictor of students’ math motivation. Teachers’ 3D printing integration level positively predicted students’ technology/engineering motivation (approaching significance). Surprisingly, teachers’ perceived usefulness of 3D printing was a negative predictor of students’ 21st century skills. Finally, interesting interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). Future research may employ experimental design to examine the effects of different 3D printing and STEM integration levels on students’ learning outcomes, and how different levels may influence students with individual differences.

Dissertation Title: Case study for implementing text message notifications in online courses: Strategies, successes, and pitfalls

Link to Dissertation: UF Catalog

Dissertation Abstract: Online instructors face a variety of challenges and are held accountable for peripheral aspects of the course, such as student outreach and retention. Online universities are implementing additional efforts for student outreach that go beyond providing instruction, such as calling students, providing a student success coach, monitoring student activity in the course, and providing more of a student support environment. Reaching out to students to help with overall student engagement and retention has been established as a university priority for online instructors at this particular for-profit online university. As technology continues to evolve and additional ways to communicate with students are created, such as the prevalent use of mobile phones, it is important for instructors to consider additional modes of communication for online courses.

This study provided an opportunity to gain insight into the strategies, successes, and pitfalls of the instructor implementation of the text message notifications as an augmentation to the online courses. It also addressed how instructors felt about using the text message notification feature as a way to increase instructor presence. An instrumental case study design was chosen to collect data from three instructors who were
recruited from this for-profit university for the implementation. Data was collected from semi-structured pre- and post-interviews, a survey, and sample artifacts. The qualitative data was coded into the constructs of strategies, successes, and pitfalls as well as other themes that emerged from the data analysis process.

This study was grounded by two major theories, diffusion of innovations (Rogers, 2003) and transactional distance theory (Moore, 1993). The implementation process results from this case study suggested that the instructors, even though varied in their adoption levels of risk, were all willing to try the feature and were also interested in other technologies that could solve challenges. The results of the qualitative data suggested that instructors believed this feature may increase instructor presence in the course at the very least in the form of reminders for the students. The implementation results suggested that there are promising uses for the text message notification feature as an augmentation for communication in online courses.

Dissertation Title: The relationship between teacher education courses and the technology integration attitudes, beliefs, and knowledge of pre-service teachers: A systematic review and meta-analysis series

Link to Dissertation: UF Catalog

Dissertation Abstract: The integration of technology into PK12 classrooms is difficult for even experienced teachers. Research has shown there are multiple barriers to the integration of technology by teachers, including the attitudes, beliefs, and knowledge (i.e., second-order barriers; Ertmer, 1999) of those teachers. Researchers have been working for years to better understand how to prepare preservice teachers to teach at the highest level using technology to aid in the process of teaching and learning. This study sought to better understand how stand-alone technology integration courses influenced these second-order barriers.

This study utilized a systematic review and meta-analyses to investigate what, if any, effect teacher education courses for technology integration (TECTI) had on the attitudes, beliefs, and knowledge related to technology integration of preservice teachers. A systematic review of the literature was conducted from six databases focused on technology integration and/or teacher education. From an initial pool of 2,936 research studies, 55 studies were identified addressing one or more of these variables. Main effect meta-analyses were conducted using a random-effects model. A series of sub-group analyses were conducted to further investigate the influence of course features (e.g., work sample analyses, practice lesson planning, etc.), study quality, measure validity, and reported reliability had on the estimation of the mean effect size.

The results of the study showed that TECTI had statistically significant results on the technology integration attitudes, beliefs, and knowledge of preservice teachers. In the sub-group analyses, none of the eight course features were determined to have a significant effect. Out of the three main variables, study quality was determined to have improved effect size estimation in attitude alone. Finally, neither measure validity or reported reliability had a statistically significant impact on effect size estimation. Further discussion, implications, and recommendations are explored.

Dissertation Title: Cataloging open online learning design patterns for computer science courses

Link to Dissertation: Proquest

Dissertation Abstract: This study was conducted for the purpose of developing a catalog of open online learning design patterns for computer science courses, a template for documenting and reusing successful design solutions. The study also sought to explore different approaches that contribute to the rich description of the catalog of design patterns. This work started with the mining of design patterns from Massive Open Online Courses (MOOCs). Design patterns are effective solutions to recurring problems that are useful for guiding design decisions. Reusability is the key element of design patterns, where the solutions can be used in many different contexts. Merrill’s First Principles of Instruction served as a theoretical framework in this study. First principles prescribe a task-centered approach that integrates the solving of problems encountered in real-world situations with a direct instruction of problem components. The fifteen design patterns presented in this study can be used in conjunction with other few principles for teaching materials and learning activities, such as the collaboration, interaction, motivation, and navigation in designing a quality open online learning for computer science courses. Besides, this study also proposed a template to the instructional design community on how to effectively document and communicate design patterns in open education context. Designers can use this template to express their design expertise to other instructional design professionals and also make use of design patterns in practice.

Dissertation Title: Considering the global impact of technology to alter the perceptions of middle school students about the field of computer science: Reconsidering stereotypes

Link to Dissertation: Proquest

Dissertation Abstract: Today we are faced with a shortage of qualified candidates for the growing computer science occupations that are among the fastest growing fields in our nation. A current shortage of students in the educational pipeline coupled with a lack of diversity in the field is impacting our technological growth and expansion. It has been suggested that it is in our best interests as a nation to attract more women and minorities to the field so that we can insure the global awareness and advantages that diversity supports. Therefore it is important that we look for ways to increase and maintain diversity into the pipeline. 

Historically barriers to entry for gender equality have included the beliefs that computing is for boys and the stereotypes about nerds created a hostile environment for girls. Similarly a lack of understanding of the field and what it has to offer limits student selections. Career theory indicates that students begin to form their career aspirations as early as middle school. For this reason, a middle school science class (N = 71) was selected for an intervention utilizing the global impacts unit, one of the big ideas from the Computer Science Principles (CSP) course released by the College Board. The goal of the course is to attract underrepresented students to the field of computing. Modifications were made to focus on the global impacts unit of computing coupled with mentor interview opportunities. 

The perceptions of eighth grade students were evaluated with surveys and student created artifacts. As a result of the intervention students showed their perceptions had changed about the global nature of the field and their understanding of what computer scientists do in their jobs. While only three percent of the students were aware of the gender disparities that existed in the field prior to the intervention, by the end of the intervention over half of the students acknowledged the problem in either the survey or artifacts. There was a statistically significant shift in the students indicating that they would consider taking a computer science course in the future. Implications and recommendations are provided.

Dissertation Title: A comparative study of game-based online learning in music appreciation: An analysis of student motivation and achievement

Link to Dissertation: UF Catalog

Dissertation Abstract: As online learning becomes a prevalent modern education trend, educational institutions continue to develop new innovative online courses for higher education. Whereas substantial research has been conducted on diverse online learning environments, there is insufficient empirical research regarding the game-based online learning in music. Researchers have begun to explore digital games as an online learning tool to improve student motivation and achievement. Extensive research indicates music learning is becoming an important context for higher education as it encourages the students to be intellectually engaged and well-balanced.

The primary purpose of this study was to investigate student motivation and achievement in music appreciation learning by comparing two different online learning environments: the game-based or web-based online music learning. It considered how to design an effective game-based multimedia learning environment in the field of music, where more advanced instructional design techniques would be required. Undergraduate students (N=132) participated in an hour research experiment established within the pretest-posttest control-group design. Two groups of 66 students were randomly assigned to a control (web-based online instruction) or treatment group (game-based online instruction). A pretest and posttest were administered to assess the student achievement, and IMMS motivation survey by John Keller (2010) was used to measure student motivation towards the online learning materials.

MANOVA and ANCOVA indicated that both the game-based and web-based online music instruction improved student achievement. However, the student achievement in the web-based online instruction significantly outperformed those of the game-based online instruction. There was no significant difference in student motivation between the two groups even though the game-based online group was slightly more motivated than the web-based online learning group. The key implications suggested that excessive multimedia learning materials need to be eliminated from the rich online learning environment. Also, confidence was an important motivation factor for student achievement in online music appreciation learning.

Dissertation Title: Using computer programming to enhance problem-solving skills of fifth grade students

Link to Dissertation: UF Catalog

Dissertation Abstract: This dissertation investigated the effects of learning foundational computer programming skills on the problem-solving skills of fifth grade students. It was guided by two research questions: (1) How do fifth-grade students approaches to problem solving change after programming instruction? (2) How do fifth-grade students use problem solving while completing a programming task? This study employed a descriptive, mixed methods approach to examine the data of twenty participants using a six-week, 30-minutes-per-day intervention design. The intervention took place in three phases: (1) Unplugged lessons, (2) Hour of Code, and (3) Scratch. Participants were given a problem-solving pretest and think-aloud interview before and after the intervention, and completed a Scratch programming artifact. Prior studies have shown that problem-solving skills can be improved (Gagne, 1980; Lester, 1994; Schoenfeld, 1992). In addition, Indiana state standards now include problem-solving skills and computer science skills. Approximately 25% of K-12 schools in the United States offer computer programming classes (Office of the Press Secretary, 2016) and private enterprises are continually working on ways to improve that number. A positive relationship between these two areas could benefit students and teachers simultaneously by creating engaging and academically valuable activities. Data collected was analyzed using SPSS and qualitative methods for overall changes, and for changes to any of Polyas (1945) stages of problem solving: Understand, Plan, Do, and Look Back. Although the problem-solving assessment showed an increase from the pretest to the posttest, the programming instruction did not result in a significant increase in overall scores (M = .85, SD = 3.133, t(19) = 1.213, p = .12). All four stages of problem solving increased individually, with Looking Back increasing the most, but the results did not show significant results across multiple data sources for any of the four stages. However, the results did show noticeable results for individual students, especially in the areas of monitoring their work and organization. Qualitatively, the study has several areas of student improvement worth further inquiry. The results were limited by the duration of the study and by generalizability. Recommendations for other educators and researchers are discussed, as well as a plan outlining the adaptations necessary for conducting this study again the next school year based on lessons learned.

Dissertation Title: Training online faculty: Best practices versus reality – A mixed method case study

Link to Dissertation: Proquest

Dissertation Abstract: The purpose of this study was to evaluate a faculty training program that prepares instructors to teach online for a post-secondary school. The program at a notfor– profit, regionally accredited, public state college was examined using a multi-method case study process. Research tools consisted of: a content analysis of training materials; a case study protocol; and interviews with online learning administrators, online program instructional designers/developers, and online faculty. Three of the faculty were experienced online instructors, and one was a practiced educator who was new to online teaching. The case study protocol included an overview of the case study, data collection procedures to be used, data collection questions for the researcher, and guidelines for the final report document.

This institution has a training program for online faculty which exemplifies best practices in distance education and promotes improvement of the skills and philosophy that instructors need to be successful in the online teaching environment. The College’s training program for online faculty is well organized and fits within the College’s cultural framework. This training program was only implemented within the past couple of years prior to this study. Before that, training for faculty to teach online offered by the institution was minimal, and faculty had to find their own path to competency in the online environment. The training program now consists of separate courses on Learning Management System familiarity and management, basics of instructional design, and techniques and practices for the online instructor. Limitations on the training program effectiveness include voluntary attendance and the College’s current process of selecting faculty to teach online.

Implications of these findings, recommendations for future research, and models for best practices in training online instructors are discussed.

Dissertation Title: Brush Text:  A multimedia text messaging intervention to improve the oral health of rural Head Start children

Link to Dissertation: Proquest

Dissertation Abstract: Dental decay is the most common disease of childhood, disproportionately affecting low socioeconomic (SES) children, especially rural children. New technologies offer opportunities to use multimedia text messaging (text messages with short video) to deliver oral health messages to families. This mHealth study examined the feasibility and effectiveness of a five week multimedia text messaging intervention, delivering messages to both parents and children, with the goal of increasing twice daily tooth brushing in preschool-aged children and self-efficacy in parents.

In this mixed methods study, based on Social Cognitive Theory, parents were recruited from rural Head Start centers. Of 142 parents enrolled, 65 randomized into the intervention (n=42) and control groups (n=23), completed the trial. Intervention group parents received two weekly multimedia text messages; the first text message and video focused on parent education, the second was addressed to their child and featured a child-friendly text and video on oral health.

Post-intervention, the intervention group parents reported significant differences in children’s toothbrushing, parental levels of toothbrushing, and two of the seven measures of self-efficacy. Parent reactions to the intervention were positive; 84% of parents felt the text messages encouraged their child to brush, and 85% would recommend the intervention to a friend.

This study is the first multimedia text message intervention focused on oral health and the first to send messages directly to preschool-aged children through their parents’ mobile phones. This study showed mobile phones are well-integrated into rural Head Start parents’ lives; most parents had access to smartphones and data plans which allowed them to receive multimedia messages. It was not a financial burden to the majority of parents to receive multimedia messages and very few had technical difficulties opening the multimedia messages. The results of this study indicate a largescale mobile phone-based intervention is feasible among rural, low SES parents.

Dissertation Title: Educating the masses:  An examination of a Massive Open Online Course development lifecycle

Link to Dissertation: Proquest

Dissertation Abstract: A growing phenomenon in higher education is the Massive Open Online Course (MOOC). MOOCs have garnered increasing attention over the past several years, spurring curiosity, controversy, and debate. While some aspects of MOOCs, such as participant experience and improvement of the online learning environment, have been covered extensively, other areas such as administrative decision-making, design and pedagogy, and alternative uses are less frequently discussed. This single case study sought to address gaps in the existing body of research, particularly the administrative decisions involved in offering a MOOC, the instructional design process, and the instructor experience. The project covers a 32-month period and explores one university’s decision to offer a MOOC, its choices related to course content, design decisions in selecting and developing activities, and the instructor’s activity and role in facilitating the MOOC. Important data derive from project documentation and records, interviews, direct observation, and course artifacts. The findings create a unique view into why and how the university created and offered a MOOC. The original motivation for creating a MOOC centered on attracting new enrollments into the university’s degree plans, but new interests and initiatives emerged as the university became more ingrained in the open learning movement. The opportunity to learn more about design, pedagogy, and instructional technology became apparent. By designing and Abstract: developing the MOOC, the university learned more about its existing design approaches and incorporated these lessons into its processes. Little was gleaned from the facilitation perspective because of low participation, but the experience informed decision-making about scheduling faculty and managing the instructional process. This study makes important contributions to MOOC literature in the areas of administrative decision-making, instructional design, and pedagogy. It also offers insight into the growing interest in open learning within for-profit higher education and alternative uses for MOOCs and other forms of open, online learning. The future success of open learning initiatives at the university remains to be seen, but the situation provides fertile ground for further study and offers a research perspective for other institutions that are questioning the value of offering open online courses, massive or otherwise.

Dissertation Title: Open Educational Resource use in K-12: Prevalent practices of teachers engaged in educational technology communities

Link to Dissertation: UF Catalog

Dissertation Abstract: While a majority of schoolteachers in the United States have adequate access to the Internet to search out, select and use Open Educational Resources (OER); actual reuse is limited and little is known broadly as to how these resources are typically used. Two research questions guided the study, “What practices are typically engaged in when using OER?” and, “Do differences exist between groups of teachers when using OER?” This study describes the development of a survey instrument that determines general use practices among K-12 teachers and differences among them. Results from the field test are presented and discussed, followed by recommendations for policy, teacher education and professional development.

The design of the instrument involved a series of drafts that began with a literature review and then required the input of the proposed audience, educational technology experts, and an adherence to a systematic survey design methodology. The input, collected through interviews and expert review, contributed to the validity of the instrument. The resulting instrument was field tested with a sample of educators affiliated with educational technology professional organizations. The results provided data for analysis of the reliability of the instrument as well as answers to the research questions. Ten uses were identified as being prevalent OER uses through frequency data. They included interactions where teachers used OER for inspiration, planning, providing a richer selection of materials, and to support online learning. Evidence of the most widely used open educational practices of technology proficient teachers informed recommendations for appropriate instructional strategies for professional development and teacher education geared towards the adoption of OER in planning, classroom use, and personal educational needs of current and future teachers.

Dissertation Title: Measuring the adoption and integration of virtual patient simulations in nursing education: An exploratory factor analysis

Link to Dissertation: Proquest

Dissertation Abstract: This study sought to develop a valid and reliable instrument to identify the characteristics of computer-based, interactive, and asynchronous virtual patient simulations that nurse educators identify as important for adoption, the subsequent curricular integration strategies faculty employed, and any relationships between the influential features for adoption and the ways in which the adopted virtual patients are integrated. The data collected with the Virtual Patient Adoption and Integration in Nursing (VPAIN) survey instrument were used to conduct exploratory factor analysis, MANOVA, ANOVA, and correlation analysis.

Through exploratory factor analysis, 55.6% of the variance in the VPAIN adoption subscale data was accounted for by the nine adoption factors identified: Trustworthiness, Worldbuilding, Pedagogy, Differentiation, Encouragement, Clarity, Evaluation, Administrative Pressure, and Visibility. The factor analysis also identified five factors within the integration subscale, which accounted for 53.3% of the variance: Hour Replacement, Intensive Integration, Leveling, Preparation, and Benchmarking.

MANOVA and follow-up ANOVA were conducted to identify significant effects between the adoption and integration factors and the number of years teaching, faculty status, institution type, course delivery method, semester length, virtual patient funding, number of semesters of use, and the nursing program for which the program was adopted. A correlation analysis was conducted to identify relationships between the adoption and integration factors.

Dissertation Title: The future of simulations in allied healthcare education and training:  A Modified Delphi Study identifying their instructional and technical feasibility

Link to Dissertation: UF Catalog

Dissertation Abstract: Healthcare educators have an important responsibility in educating and training students so they have the knowledge and skills necessary to successfully and competently work in today’s healthcare fields. The demand for allied healthcare professionals continues to grow, and many programs are struggling to accommodate the increase in applicants and the decrease in state and federal funding. In today’s challenging environment it is crucial to find a way to effectively teach in a cost effective manner without risking patient safety. To do this, institutions must strategically plan for the future of healthcare education and training by analyzing the literature, gathering strong empirical data, and surveying expert opinions.Many experts who advocate for the use of simulation maintain that simulated training can successfully be used as a complement to didactic and clinical training by giving students the opportunity to demonstrate specific skills and confirm a high level of understanding before they begin working with patients. However, the use of simulations does have its critics and limitations. The effectiveness of simulation in allied healthcare education is often diminished due to a lack of knowledge about how to use the equipment, how to set up the scenarios, and how evaluate the simulation.This study used the modified Delphi method to explore the feasibility of successfully addressing the critical issues facing the future use of simulator technology and simulation methodology in allied healthcare education. There were a total of 85 items separately rated for their technical and instructional feasibility. The finding revealed that there are still many unknowns when it comes to the use of simulation in allied healthcare education. No item was ranked at either end of the feasibility scale, 1: not at all feasible or 5: extremely feasible, meaning that while they are possible to pursue, none is completely ready to pursue at this current time. The outcome of this research point to a strong need for more research concerning the need for each of these items as well as continued research which answers how and when simulation as a teaching method is as good as or better than other models.

Dissertation Title: A mixed methods investigation of developmental math students’ perspectives on successes and challenges in math and with MyMathLab

Link to Dissertation: Proquest

Dissertation Abstract: Math anxiety has been shown to affect students of all ages, regardless of gender, race or income level. While the origins are unique for each student, the detrimental effects are measurable and have been a concern for many researchers in the past forty years. Research on the origin, manifestation and alleviation of math anxiety is ongoing. Systematic desensitization has been used to effectively treat many anxieties in the past, including math anxiety. Some computer-assisted instruction includes features of systematic desensitization in the immediate feedback delivered by the software. This study investigated the effects of that immediate feedback and the resources available within MyMathLab while exploring factors that students associated with their successes and challenges in math. A mixed methods approach was used to explore the student perspective on math and with MyMathLab. A quasi-experimental pretest-posttest design was conducted to collect quantitative data with the intent to evaluate the effects of MyMathLab on math anxiety, self-efficacy, and performance of developmental math students. Due to the limited sample size, only descriptive statistics were calculated. Following the study, semi-structured interviews were performed to explore student history and experience with MyMathLab. Three themes emerged from qualitative analysis of the interviews. Students associated their successes in math and with MyMathLab with the following factors: positive feedback, organizational skills and resource availability.

Dissertation Title: Collaboration, teamwork, and team cohesion in a StarCraft 2 digital game-based course

Link to Dissertation: Proquest

Dissertation Abstract: Innovative pedagogy is required if today’s learners are to gain the crucial competencies necessary to succeed in tomorrow’s increasingly interconnected and technological world. This mixed methods research examines the design, implementation, and study of an academic online digital game-based course developed around the popular commercial real-time strategy (RTS) game StarCraft 2. This undergraduate Honors course was offered over a two-year period at a major research university in the Southeastern United States and used a constructivist and experiential learning perspective to teach 21st century skills such as critical thinking, problem solving, and collaboration. More specifically, this research looks at how learners’ attitudes, perceptions, and experiences of collaboration, teamwork, and team cohesion were influenced by participation in the course.

A modified quantitative instrument found the StarCraft 2 course did influence learners’ attitudes and perceptions regarding some of the facets of team cohesion. Qualitative interviews further helped explain the collaborative processes and leadership dynamics which were present in both the academic and digital game-play contexts of the course. This research also discusses the StarCraft 2 course design, the quantitative and qualitative instrumentation used, the sociocultural and equity concerns which arose during the course’s design and implementation, the implications for different professional fields, and the recommendations researchers and educators interested in digital game-based learning (DGBL) pedagogical approaches should consider. As technology constantly evolves, pedagogies which harness its power such as online education and DGBL have great promise. This research aims to help guide researchers and educators in advancing the online education and DGBL fields so as to achieve that potential.

Dissertation Title: Identifying the barriers to using games and simulations in education: Creating a valid and reliable survey instrument

Link to Dissertation: Proquest

Dissertation Abstract: The purpose of this study was to create a valid and reliable instrument to measure teacher perceived barriers to the adoption of games and simulations in instruction. Previous research, interviews with educators, a focus group, an expert review, and a think aloud protocol were used to design a survey instrument. After finalization, the survey was made available to a group of educators for trial on the Internet.

The data from the trial survey was then analyzed. A portion of the survey required respondents to rate to what degree 32 potential barriers were perceived as an impediment to the adoption of games and simulations into their curriculum. The highest rated barriers included: cost of equipment, lack of time to plan and implement, inability to try before purchase, lack of balance between entertainment and education, lack of available lesson plans/examples, lack of alignment to state standards/standardized testing, inability to customize a game/simulation, and inability to track student progress within the game/simulation. An exploratory factor analysis identified seven factors that accounted for 67% of the variability in the respondents’ rankings. These seven factors were: Issues with Negative Potential Student Outcomes, Technology Issues, Issues Specific to Games and Simulations, Teacher Issues, Issues with Games and Simulations in Education, Incorporation Difficulties, and Student Ability.

Interestingly, by using a MANOVA and follow-up ANOVA, several factors were found to have significant interactions with other questions on the survey. For instance, male educators ranked items in the Issues with Negative Potential Student Outcomes category as more of a barrier than female educators. Another gender difference was the ranking of items in the Technology Issues and the Teacher Issues categories; female educators ranked these items as more of a barrier than their male counterparts. Another significant interaction occurred between the Technology Issues category and Respondent Game Play Frequency. Those respondents that did not play games very frequently ranked individual technology barriers higher than those respondents who were more experienced with game playing. Implications of these, and other results, as well as recommendations for further research and for game and simulation implementation for educators and administrators, are discussed.
Dissertation Title: Factors that have an effect on students’ scores on the Florida algebra 1 end-of-course assessment in algebra 1 classrooms using interactive whiteboard tools

Link to Dissertation: Proquest

Dissertation Abstract: This study examined the factors that have an effect on student scores on the Florida End-of-Course (EOC) Assessment in four secondary Algebra 1 classrooms using interactive whiteboard tools (IWTs). Four teachers and 335 students were observed in one public suburban school in central Florida during the second half of the spring term. Hierarchical linear modeling was used since the data existed at multiple levels. Student-level data, which included gender, race/ethnicity, and socioeconomic status (SES), were collected via the district and state’s data warehouse. Teacher-level data were collected via observations using an observation rubric to determine teachers’ levels of interactivity using IWTs, and teacher questionnaires were used to collect teachers’ characteristics, which included levels of education, years of teaching experience, and length of time using IWTs. Results indicated that IWTs have a positive effect on student achievement as teachers progress in their levels of interactivity using IWTs.

Dissertation Title: The effects of project-based learning on 21st-century skills and no child left behind accountability standards

Link to Dissertation: Proquest

Dissertation Abstract: The purpose of this study was to determine ways Digital Biographies, a Project Based Learning Unit, developed 21st-century skills while simultaneously supporting NCLB accountability standards. The main goal of this study was to inform professional practice by exploring ways to address two separate, seemingly opposing, demands of education in the 21st century: developing important skills students need to be successful in the workforce and addressing the heightened accountability standards of No Child Left Behind. Additional goals include: adding to the research literature examining Project Based Learning’s effectiveness and to shed light on ways other teachers can enhance learning opportunities for special populations. The goal of action research is to develop a certain type of knowledge that focuses on professional practice. 

To achieve the primary goal of this study, a mixed-methods action research model was used to gather and analyze data from a total of 26 subjects as they participated in a PBL unit. The study group was comprised of 13 students categorized in two or more special populations. The comparison group was comprised of students not identified as belonging to any of the special populations groups. Standardized assessments, a teacher reflective journal, and rubric scores were analyzed to determine the ways PBL can support both the development of 21st-century skills and NCLB accountability standards. 

A repeated measures analysis of variance (ANOVA) was performed to determine the interaction effect of the standardized assessments. The teacher reflective journal was transcribed and coded to reveal overarching themes. Rubric scores from the teacher researcher and from a validation group were also analyzed. As evidenced by varied data, Digital Biographies proved to support NCLB accountability standards by increasing student achievement in reading and the FCAT success probability rate. It showed promise in developing technology and 21st-century skills such as learning and innovation skills and information and technology skills. Additionally, it demonstrated a positive result in terms of closing the technology achievement gap between underserved students and their peers, especially in the area of constructing and demonstrating knowledge. Recommendations for classroom implementation and future research are discussed.