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Title: SoftBoard: A Web-based application sharing system for distance learning.
Creator: Adusumilli, Krishna K., Florida Atlantic University, Chung Hsu, Sam
Abstract/Description: The thesis describes the development of SoftBoard, a Web-based application sharing system. The main goal is to create a convenient tool for conducting virtual office hours for distance education over the Internet. It has been reported in the recent research papers that the current Internet is still not suitable for supporting collaborative tools such as audio/video conferencing and some advanced application sharing features as proclaimed by developers. However the Internet can be used to a...
Show moreThe thesis describes the development of SoftBoard, a Web-based application sharing system. The main goal is to create a convenient tool for conducting virtual office hours for distance education over the Internet. It has been reported in the recent research papers that the current Internet is still not suitable for supporting collaborative tools such as audio/video conferencing and some advanced application sharing features as proclaimed by developers. However the Internet can be used to a lesser degree to fulfill needs of smaller application sharing systems which are not very network bandwidth intensive. SoftBoard is designed to be used over today's Internet, and can be easily invoked from a standard Web browser. It is developed in Java and is implemented using Java's Remote Method Invocation (RMI) for networking. A light pen can be used with SoftBoard to provide a convenient way for creating non-textual contents free hand. The thesis is part of the ongoing research work at Florida Atlantic University's Center for Innovative Distance Education Technologies (CIDET). Research work has been done to validate the present Internet for its capabilities to hold a true distance education program using various available collaborative tools.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/15705
Subject Headings: Internet in education, Distance education
Format: Document (PDF)

Title: Computer self-efficacy, academic self-concept and other factors as predictors of satisfaction and future participation of adult learners in Web-based distance education.
Creator: Lim, Christina Kyounghee., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g.,...
Show moreThe purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g., undergraduate, graduate, and continuing education student). Experiential variables examined include: years of computer use, frequency of computer use per week, computer training, Internet experience in a class, and participation in a workshop for a Web-based distance education course. The subjects (n = 235) of this study were adult learners who were currently taking a Web-based distance education course from five universities. The instrument used in this study consisted of four sections: Background Information, Attitude Toward Computers (Computer Self-Efficacy Scale), Reaction to Web-based Distance Education Courses, and Academic Self-Concept Scale. Predictive models for satisfaction (p < .001) and future participation (p = .003) of adult learners in Web-based distance education were developed based on the results of multiple regression analyses. Further analyses were performed to investigate relationships between and among predictor variables and criterion variables. Computer self-efficacy was the only predictor variable which was statistically significant in both predictive models. This study also demonstrated a positive relationship between adult learners' satisfaction with their Web-based distance education courses and their intent to participate in additional Web-based distance education courses.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12635
Subject Headings: Distance education, Internet in education, Adult education, Computer literacy
Format: Document (PDF)

Title: Remote labs: Design and implementation issues.
Creator: Aoudi, Samer M., Florida Atlantic University, Alhalabi, Bassem A.
Abstract/Description: This thesis proposes the use of remote laboratory experiments in distance education as a tool to add a reality factor to the distance learning process, thus combining the convenience of distance education with the effectiveness of the traditional physical campus, through its laboratories and technological resources. Moreover, this research studies the different aspects of distance education and remote labs and then provides a proposition to develop an effective remote laboratory setup....
Show moreThis thesis proposes the use of remote laboratory experiments in distance education as a tool to add a reality factor to the distance learning process, thus combining the convenience of distance education with the effectiveness of the traditional physical campus, through its laboratories and technological resources. Moreover, this research studies the different aspects of distance education and remote labs and then provides a proposition to develop an effective remote laboratory setup. Furthermore, it introduces and discusses the different components of a general remote lab experiment and applies the proposed process to an actual remote lab experiment, namely 'The Characteristics of a Resistor'. Remote labs is an invention of creativity in the world of distance education. This thesis is based on the pioneering work of Dr. Alhalabi and Dr. Hamza.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12737
Subject Headings: Distance education, Internet in education, Java (Computer program language)
Format: Document (PDF)

Title: A predictive model of student performance in Internet-based distance learning courses at the community college.
Creator: Coleman-Ferrell, Tunjarnika Lowell, Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire ...
Show moreThe purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire (IBDLQ). The survey was administered to a sample of 291 completers of Internet-based distance learning courses at the end of the Summer 2000 and Fall 2000 school semesters at Palm Beach Community College. One hundred respondents returned completed surveys, indicating a return rate of 34%. Multiple linear regression analysis was used to test each hypothesis and to provide a model that was predictive of student performance. Nine null hypotheses were formed to determine if there were significant relationships between student performance and the aforementioned variables. The results of the tests of the nine null hypotheses showed that the hypotheses that involved student performance and marital status, age and motivation-self pace were rejected. In this study, the final model indicated that the predictor variables accounted for 14.2% of the variance in student performance. The correlation matrix showed that the older students in this population were less often currently married than were younger students and appeared only marginally less likely to be motivated by self-paced courses. The correlation between being motivated by self-paced courses and being married showed that married students were a little more likely to be motivated by self-paced courses. Analysis of responses to the open-ended question on course satisfaction revealed four main themes that influence student performance: academic support from the instructor, flexibility, socioeconomic status specific to family responsibilities that include marital status, whether or not the student has dependents, and age. Suggestions for future research included increasing sample size, adding variables such as frequency of student computer use, whether or not the respondent has dependents, and surveying the instructors of the courses for frequency of availability online, levels of expertise, and instructor perception of barriers.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11949
Subject Headings: Community college students, Internet in higher education, Distance education
Format: Document (PDF)

Title: Fostering self-directed learning in adolescents through e-learning.
Creator: Wanger, Lauren, Reyes-Guerra, Daniel, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164703
Subject Headings: High school students, Independent study, Internet in education
Format: Document (PDF)

Title: Analysis of primary educational websites.
Creator: Lyke, Liane H., Florida Atlantic University, Kumar, David D.
Abstract/Description: The growth of primary educational websites on the Internet is astonishing. Although it is generally believed that websites for primary students and primary teachers are appropriate and useful, the fact remains that these websites are not regulated for their developmental appropriateness or their literacy content appropriateness. Using criteria based upon nationally recognized standards, this study examines the difference between educational literacy websites designed for primary students and...
Show moreThe growth of primary educational websites on the Internet is astonishing. Although it is generally believed that websites for primary students and primary teachers are appropriate and useful, the fact remains that these websites are not regulated for their developmental appropriateness or their literacy content appropriateness. Using criteria based upon nationally recognized standards, this study examines the difference between educational literacy websites designed for primary students and those designed for primary teachers for developmental appropriateness and literacy content appropriateness. Also, this study examines data from primary student and primary teacher literacy websites for the degrees of compliance for developmental appropriateness and literacy content appropriateness, according to nationally recognized standards. Overall, this study finds significant differences between primary student websites and primary teacher websites analyzed are developmentally appropriate compared to 55% of the websites that are literacy content appropriate in compliance with nationally recognized standards. The findings generated in this study raise issues for educators, researchers, and policy makers. This study points to the fact that there is an immense need to evaluate the developmental appropriateness and the literacy content appropriateness of primary literacy websites
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11961
Subject Headings: Web sites for children, Internet in education, Computers and children
Format: Document (PDF)

Title: A comparison of demographics, motivation, and learning strategies of college students taking traditional campus-based courses and Internet-based distance learning courses.
Creator: Maupin, Deborah L., Florida Atlantic University, Cafolla, Ray
Abstract/Description: The purpose of this study was to examine some the differences between students in traditional face-to-face courses and those in distance learning courses. Differences in teaming strategies, motivation, and demographics were examined. The study used an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies used by college students. The instrument was administered to 111 students at a 4-year, public university in the...
Show moreThe purpose of this study was to examine some the differences between students in traditional face-to-face courses and those in distance learning courses. Differences in teaming strategies, motivation, and demographics were examined. The study used an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies used by college students. The instrument was administered to 111 students at a 4-year, public university in the southeast region of the United States during the Spring of 2003. The subjects included 64 students enrolled in the traditional campus-based version of Applied Educational Technology and 47 students enrolled in the distance learning version of the same course. The study found significant differences in the demographic characteristics of both groups. Chi-square tests revealed that 6 of the 10 demographic variables (marital status, class level, ethnicity, household income, number of distance learning courses previously taken, and the number of hours per week spent studying for the course) demonstrated statistical significance. Independent samples t tests were used to explore differences in motivation and learning strategies in the two groups. Of the six motivation variables tested (intrinsic goal orientation, task value, control for learning beliefs, self-efficacy, and test anxiety), only two demonstrated statistical significance (p < .01). Distance learning students reported higher levels of intrinsic goal orientation and control for learning beliefs. The study found few differences in the learning strategies reported by the subjects. Of the nine learning strategies tested (rehearsal, help seeking, metacognitive self-regulation, organization, critical thinking, time and study environment, effort regulation, and peer learning), only one demonstrated statistical significance (p <; .01). Students participating in the traditional campus-based course reported higher levels of help seeking behavior than their distance learning peers. A model was developed to predict student choice of distance learning courses using demographic, learning strategies, and motivation variables. Using discriminant analysis, the model correctly classified 75.7% of the cross-validated cases. A second discriminant analysis, using only the variables found to be significant in the t tests and chi-square analysis was also conducted. This model correctly classified 79.3% of the cross-validated groups. As distance learning becomes more prevalent in higher education, it is important to examine the characteristics of students participating in distance education courses. The results of this study indicated that differences existed between the distance learning group and the traditional group. An understanding of those differences may lead to improved design and delivery of distance learning courses.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12064
Subject Headings: Distance education, Learning strategies, Motivation in education, Internet in higher education
Format: Document (PDF)

Title: VCOIN: Virtual Classroom Over the Internet.
Creator: Patel, Rajesh Jivanbhai., Florida Atlantic University, Hsu, Sam, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: Today we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective...
Show moreToday we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective information exchange and two-way communication across the Internet is possible. This thesis proposes a new virtual classroom model named Virtual Classroom Over the Internet (VCOIN). It also presents a high-level architecture and a implementation of a prototype of VCOIN. VCOIN introduces a new approach towards teaching across the Internet. It also has some unique features that brings it one step closer to being a truly virtual classroom system over the Internet. Lessons learned from various experiments of the VCOIN prototype are described in this thesis.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/15530
Subject Headings: Internet in education, Telecommunication in education, Distance education--Computer-assisted instruction
Format: Document (PDF)

Title: The effect of self-efficacy on the decisions to enroll and succeed in Internet accounting courses.
Creator: Al-Moshaigeh, Abdullah I., Florida Atlantic University, Young, George R.
Abstract/Description: This study examines whether there are any significant differences between accounting students enrolled in Internet-based courses and accounting students attending campus-based courses in terms of self-efficacy, academic goal, anxiety, gender, and self-assessment of performance. The study is motivated by the many calls for research to apply social cognitive theory to determine factors of motivation and consequently success of accounting students in an online education environment. Social...
Show moreThis study examines whether there are any significant differences between accounting students enrolled in Internet-based courses and accounting students attending campus-based courses in terms of self-efficacy, academic goal, anxiety, gender, and self-assessment of performance. The study is motivated by the many calls for research to apply social cognitive theory to determine factors of motivation and consequently success of accounting students in an online education environment. Social cognitive theory (Bandura, 1986) is used to develop the hypotheses tested in the current study. Three groups of hypotheses were developed. The first group of hypotheses tests the relationships among academic self-efficacy, computer self-efficacy, Internet self-efficacy, and academic goal. The second group of hypotheses tests the relationships among academic self-efficacy, computer self-efficacy, Internet self-efficacy, computer anxiety, Internet anxiety, gender and instruction mode. The third group of hypotheses tests the relationships among academic self-efficacy, academic goal, computer self-efficacy, Internet self-efficacy, computer anxiety, Internet anxiety, gender, instruction mode and self-assessment of performance. The study's results support the hypothesis that Internet self-efficacy is a significant predictor of whether accounting students will enroll in campus-based courses or Internet-based courses when they have the choice of instruction mode. The results also indicate that gender is a significant predictor of instruction mode. Moreover, the results indicate that academic self-efficacy is a significant predictor of accounting students' academic goals. Finally, the results indicate that computer self-efficacy, Internet self-efficacy, academic goal, academic self-efficacy, computer anxiety, and Internet anxiety are significant predictors of accounting students' self-assessment of performance.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12207
Subject Headings: Academic achievement--Psychological aspects, Education, Higher--Computer-assisted instruction, Internet in education, Educational psychology
Format: Document (PDF)

Title: Exploring the impact of electronic textbook tools on student achievement in world history.
Creator: Bonner, Cathy E., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension...
Show moreThis mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3329829
Subject Headings: Achievement in education, History, Study and teaching (Secondary), Curriculum planning, Internet in education, Effective teaching, Educational technology
Format: Document (PDF)

Title: Remote labs: Active element IV characteristics.
Creator: Abu-El Humos, Ali M., Florida Atlantic University, Alhalabi, Bassem A.
Abstract/Description: This thesis proposes the use of remote laboratory experiments in distance education. Remote labs combine both the convenience of distance education and the effectiveness of the traditional physical campus labs. Moreover, this research studies the different hardware and software technologies that would make remote lab experimentation feasible in terms of cost and quality. The focus in this thesis is how to use BS2 with Microsoft ASP and COM technologies to build a remote lab experiment with...
Show moreThis thesis proposes the use of remote laboratory experiments in distance education. Remote labs combine both the convenience of distance education and the effectiveness of the traditional physical campus labs. Moreover, this research studies the different hardware and software technologies that would make remote lab experimentation feasible in terms of cost and quality. The focus in this thesis is how to use BS2 with Microsoft ASP and COM technologies to build a remote lab experiment with minimum hardware and software cost, while maintaining satisfactory on-line experiment quality. Remote labs is a creative innovation in the world of distance education. This thesis is based on the pioneering work of Dr. Alhalabi and Dr. Hamza.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12939
Subject Headings: Distance education, Internet in higher education, Scientific apparatus and instruments--Computer simulation
Format: Document (PDF)

Title: The effect of computer-assisted instruction on the reading skills of emergent readers.
Creator: Barnett, Louise B., Florida Atlantic University, Crawley, Sharon J.
Abstract/Description: The purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did...
Show moreThe purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did not use the program, as well as Exceptional Education students who used or did not use it. Another factor analyzed was how teacher attitude toward the computer affected student reading achievement. This was established by survey responses. The measures used to compare treatment and non-treatment schools were the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), which tested letter naming ability, initial sound identification, phoneme segmentation ability, and nonsense word decoding. The Word Recognition and Reading Running Record assessments from the School District of Palm Beach County Reading and Writing Assessment System Grades K-1 protocol booklet tested identification of 25 sight words and ability to read continuous text. Students using Destination Reading (Riverdeep, 2001) did not benefit significantly from use of the program compared to nonusers. Only on the letter-naming measure was there a significant advantage for all students in the sample and the English language learner group. The CAI group scored significantly lower on the initial sound fluency measure. Word Recognition and Reading Running Record assessments showed no significant results. ESE students showed no significant advantage in having had supplemental computer-assisted instruction on any measures. Factorial ANOVAs were used to compare DIBELS scores for effectiveness of the treatment, pre- and posttest comparisons, and interaction of treatment with test scores for the CAI compared with the nonuser group. T distributions were used to analyze data from the Reading Running Record and Word Recognition assessments. There were no significant differences between the CAI and comparison schools on these two measures. Teacher attitude toward computers did not affect students' acquisition of reading skills, as survey responses were in the positive range for all participants.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12189
Subject Headings: Reading (Kindergarten)--Computer-assisted instruction, Reading readiness, Media programs (Education), Internet in education
Format: Document (PDF)

Title: Digital Public History: Virtual Field Trips as Engaged Learning.
Creator: Rubin, Nancy, Fiore, Robin N., Florida Atlantic University
Abstract/Description: Digital Public History: Virtual Field Trips (VFTs) as Engaged Learning addresses new opportunities and challenges in teaching with technology, specifically, capturing the attention of the emerging "cyber-literate" generation by using virtual field trips to directly engage learners in public history and community memory. The project will consist of three parts: an assessment of the opportunities for technology integration in teaching and learning, the connection between digital resources and...
Show moreDigital Public History: Virtual Field Trips (VFTs) as Engaged Learning addresses new opportunities and challenges in teaching with technology, specifically, capturing the attention of the emerging "cyber-literate" generation by using virtual field trips to directly engage learners in public history and community memory. The project will consist of three parts: an assessment of the opportunities for technology integration in teaching and learning, the connection between digital resources and social studies, and case study of a virtual field trip using the Boca Raton Army Airfield (BRAAF) site. Our view of the past is influenced by the media, religious upbringing, monuments, memorials, and cultural influences such as family and school. History and social studies classes are where most young people learn about the collective, public past. Virtual field trips (VFTs) are an ideal way to transport students back in time to learn about different communities and to experience the history of the people and place in thought-provoking ways. VFTs can introduce learners to primary materials that are too far away or too fragile to examine. History can be brought to life with first-person narratives that "virtual travelers" can watch via streaming video technology. Activities such as scavenger hunts for specific objects using maps and 30 virtual environments can be incorporated into virtual adventures so visitors can move around and "walk" through a room or landscape. Hand-held computers, cell phones, and tablet computers are being used with wireless networking to connect participants in geographically diverse locations. Classes in different schools and even in different countries can work collaboratively on projects. There are many advantages to taking , designing, and developing virtual field trips, however, the two reasons I chose to use a virtual field trip as a method of engaging students in history and social studies are: (1) History is more engaging when presented in an interactive, multimedia experience; and (2) Virtual field trips can be used to build relationships between generations and cultures. The ways students are taught must engage them in a journey of selfdiscovery in order for them to become self-directed, lifelong learners.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000991
Subject Headings: Internet in education--United States, School field trips--United States, Teleconferencing in education--United States
Format: Document (PDF)

Title: Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
Creator: Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927306
Subject Headings: Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
Format: Document (PDF)

Title: Public speaking as the last battlefield: a Cluster-Agon Analysis of conceptual conflicts in the controversy between traditional and online college classes.
Creator: Newbolt, Shaundi C., Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
Abstract/Description: Communication scholars are in disagreement over the presence of online public speaking courses in higher education. Despite limited research on the Online Public Speaking model, it is quickly replacing the traditional public speaking model in American colleges and universities. This study used Burkean Cluster-Agon Analysis to uncover core concepts from four contemporary public speaking textbooks used in various classroom models (traditional, online and hybrid). Concepts were then compared...
Show moreCommunication scholars are in disagreement over the presence of online public speaking courses in higher education. Despite limited research on the Online Public Speaking model, it is quickly replacing the traditional public speaking model in American colleges and universities. This study used Burkean Cluster-Agon Analysis to uncover core concepts from four contemporary public speaking textbooks used in various classroom models (traditional, online and hybrid). Concepts were then compared with traditional core concepts of early speech communication to determine if technology has influenced contemporary core concepts. Results determined that contemporary core concepts from three of the four public speaking textbooks reflected traditional core concepts of early speech communication. The fourth textbook revealed similar contemporary core concepts with expanded definitions to technologically mediated speech situations.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355867
Subject Headings: Internet in education, Communication, Philosophy, Communication, Study and teaching (Higher), Persuasion (Rhetoric)
Format: Document (PDF)

Title: Going on the Grid: Secondary Teachers’ Implementation of Mobile Handheld Devices as Instructional Tools.
Creator: Berger, Allison S., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the...
Show moreThis mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the Southeastern United States. Data were collected through the administration of an electronic survey and semi-structured interviews. The researcher utilized multiple regression and moderator analyses, as well as qualitative analysis of the interview data. The results of the multiple regression analysis revealed teachers’ technologyrelated self-efficacy to be a significant predictor of their instructional use of mobile handheld devices. However, secondary teachers’ level of professional development was found not to contribute significantly to the model. The moderator analysis too revealed professional development to be a nonsignificant factor. The findings of the qualitative phase of the study revealed secondary teachers’ awareness of their varied and fluid technology-related self-efficacy, as well as those factors that modify it. Qualitative data also revealed four categories of essential elements that teachers must have in order to most effectively implement mobile handheld devices within their pedagogy: intellectual capital, emotional capital, social-cultural capital, and technological capital. When lacking, these elements can represent barriers to teachers’ implementation of mobile handheld devices. Targeted professional development and increased funding to minimize the digital divide are recommended to reduce these barriers. The findings of the study inform designers of professional development programs, school and district and secondary teachers, as they are all stakeholders in the process of increasing the effective implementation of mobile handheld devices as instructional tools.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004649, http://purl.flvc.org/fau/fd/FA00004649
Subject Headings: Computer assisted instruction, Education -- Effect of technological innovations on, Educational innovations, Educational technology, Internet in education, Mobile communication systems in education, Pocket computers
Format: Document (PDF)

Title: A comparison of the outcomes of distance learning students versus traditional classroom students in the community college.
Creator: Rosenfeld, Georgette., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were...
Show moreThe purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses. Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method. The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement. There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12148
Subject Headings: Computer-assisted instruction, Computer-assisted instruction--Design, Educational technology, Distance education, Internet in higher education, Academic achievement
Format: Document (PDF)

Title: Preparing Florida faculty to teach online.
Creator: Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3166833
Subject Headings: Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
Format: Document (PDF)

Title: Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning.
Creator: Alper, Seth., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students'...
Show moreThis mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students' previous academic blog usage on student achievement within the study. Quantitative data were collected from students' pre-tests and unit tests scores and analyzed for statistical significance. Qualitative data were collected through teacher-generated notes during the blogs, individual interviews, and a follow-up focus group interview. The results of this study indicated that there was no overall significant difference in student achievement between the blogging and non-blogging groups. On the contrary , a significant interaction between the social studies subject area and the use of academic course blogs was found when examining student achievement. However, this practical interaction was revealed to be a weak one. Further findings indicated that there was no significant interaction between students' previous blog usage and academic achievement during the study. From the qualitative data, participating teachers perceived the course blogs to be potentially advantageous for students and themselves, yet expressed frustration when implementing the course blogs with their students. Instead, they endorsed the academic use of Facebook, a resource that some students from two participating courses separately utilized instead of (or in addition to) the course blogs during the study. Teachers further expressed concern about relinquishing their subject knowledge and AP expertise to readily available course content on the Internet. Implications and suggestions for future f or AP social studi, teachers' promising use of Facebook and for researchers investigating the use of socail media at the high school level.
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Date Issued: 2013
PURL: http://purl.flvc.org/FAU/3360744
Subject Headings: Social sciences, Study and teaching (Secondary), Methodology, Information resources, Evaluation, Internet in education, Social aspects, Constructivism (Education)
Format: Document (PDF)

Title: Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers.
Creator: Frank, Eva M., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations...
Show moreThe purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes. The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group. In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers’ experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants’ exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation. A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004653, http://purl.flvc.org/fau/fd/FA00004653
Subject Headings: Athletic trainers -- Training of, Career development, Computer assisted instruction, Continuing education, Health care teams -- Training of, Internet in education, Professional education, Sports medicine -- Study and teaching (Continuing education)
Format: Document (PDF)

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