Doctor of Education , University of Dayton, 2023, Educational Administration

In this study, the impact of learner-learner interactions on sense of community in an online doctoral degree program is explored through a quasi-experimental mixed methods approach. Survey data and analysis from 46 enrolled students in an online EdD program at a private religiously affiliated Midwestern research university, along with qualitative interviews from 20 participants, suggest a positive link between sustained learner-learner interactions and the development of a meaningful sense of community among online students. The research findings emphasize the importance of intentional program design that ensures continuous opportunities for virtual learners to engage with one another. The implications of this study underscore the evolving nature of online education, urging university leaders, faculty, staff, and students to proactively engage in its ongoing development while recognizing the inherent value learner communities provide as essential wellsprings of intellectual exploration in the digital age.

Master of Arts in Psychology, Cleveland State University, 2007, College of Science

The current study examined the nature of diversified online shoppers with respect to existing differences in their level of website feature preferences, Internet experience (usage and shopping behaviors) and individual demographic characteristics. Using an online survey, 540 individuals residing within United States responded to questions concerning their demographics, extent of Internet usage, online visiting and purchasing behaviors and preference for website features. Individuals were categorized into different user groups- low, medium and high, depending on the extent of their self-reported diversified online shopping across the nine specific product categories. Since shopping referred to both browsing of online information and online purchasing, this categorization was done separately for both browsing and purchasing behaviors. The study found that an individual's diversified online browsing behavior was different from one's diversified online purchasing behavior. With regard to their diversified online browsing, significant group differences were found between the three browser groups in their preference for website features and Internet experience. The typical diversified online browser was more likely to be affluent and male. With regard to the individuals' online purchasing behavior, the low, medium and high diversified purchasers were found to differ significantly from one another in their website feature preferences as well as Internet experience. And the typical diversified online purchaser was more likely to be highly educated, affluent and male. Implications of these results as well as limitations of the current study were discussed.

Master of Arts (MA), Bowling Green State University, 2006, English

This analysis reviews key studies that report common ‘technical difficulties' encountered by many instructors as they implement online technology into their curricula and compares these problems with similar implementations that were more successful or that emphasized instructional strategies that may counteract or prevent such difficulties in similar curriculum modifications. Along with the pedagogical theories of noted psychologists and educational theorists John Dewey, Jean Piaget, Lev Vygotsky, and Albert Bandura, this analysis further examines the program design of five online technologies utilized in university-level technology-based classes: course Web shells represented by the platform Blackboard, multi-user domain (MUD) environments represented by LinguaMOO, Weblogs (blogs) as maintained on public forums, personal data/file player devices represented by Apple's iPod, and email (as maintained through personal or university accounts/servers). With this analysis, ten final guidelines that emphasize multimedia literacy and cognitive/pedagogical value are offered as considerations for curriculum designers implementing technology into their instruction.

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Due to the COVID-19 global pandemic, the higher education undergraduate student body and the structure of course offerings have drastically changed. As we continue to transition from emergency remote courses to quality online learning experiences, we must respond thoughtfully as well as empirically. The purpose of this study was to examine quality learning experiences as perceived by students in online courses and use the new knowledge generated to add to current research and enhance practice. Through qualitative data collection, I intended to answer the following research questions: (a) What do students perceive as quality learning experiences in their online courses? and (b) How can understanding the student experience and perception of quality in their online learning environments improve course development procedures in online courses? Eight participants were interviewed regarding their experiences of quality in online courses. Results of the study determined Barriers, Interaction, Structure, and Community are the themes that students identify when defining quality online learning experiences. It was also indicated that students were more satisfied with their high quality online learning experiences. Implications and recommendations for improved practice and action steps are also provided. The researcher contends that these findings demonstrate the need to systematically build quality into online courses, which will offer students better learning experiences.

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this Q study was to create a standard of practice for training and evaluation of online teachers in higher education. Chickering and Gamson's 1989 study on seven principles for effective teaching was used as a categorical baseline for this research. Research questions included To what extent do emerging Q factors align with Chickering and Gamson's seven principles for effective teaching? and Do the emergent factors provide evidence for new principles exclusive to online teaching? Years of competency research was examined and competencies were recorded and grouped by likeness into 12 categories. Data were collected from a diverse group of students and faculty members who were asked to sort 48 competency statements using a forced-distribution grid. Participants were interviewed immediately afterward. Q methodology was chosen to quantify the subjective responses. Data were analyzed using principal component analysis. Findings showed that although Chickering and Gamson's seven principles are relevant as a standard for categorizing competencies for effective online teaching, five additional categories are needed to train and evaluate online teachers. This research has important implications for stakeholders. The outcome provided for the development of a two-tiered student evaluation form separating the design of an online course from the teaching elements. Further, it allowed for the preliminary outline of a proposal for several units of training and development for new and existing online teachers as well as a voluntary mentor program. New research opportunities surfaced including studies of the relationship between categories, teaching philosophies, learning theories, and online learning.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2016, Psychology/Clinical

Although many people play online games with few if any consequences, others appear to become addicted to such games. Consequences and symptoms of online gaming addiction can be severe, and may include inordinate time playing the game, sleep deprivation, social and romantic impairment, loss of control over gameplay, ceasing participation in other activities, and loss of educational or career opportunities. Despite these consequences, little research exists regarding interpersonal and intrapersonal factors and aspects of game structure that are associated with indicators of online gaming addiction. Identifying and examining these factors may help clinicians treat individuals who have difficulty moderating online gaming behavior, and may help parents or players choose varieties of games with lower addiction potential. Therefore, I designed the current study to examine several factors that may be associated with the number of endorsed indicators of online gaming addiction, including craving to play online games, motivations for playing online games, harmonious and obsessive passion for playing, and the match between players' motivations for playing games and the structure of their game of choice. Using web-based recruitment and data-collection procedure, 542 participants completed questionnaires to assess indicators of online gaming addiction, craving, motivations, passionate attachment, and structural characteristics of their preferred game. On average, participants met 2 of 9 possible criteria for Internet Gaming Disorder, and 8% would be categorized as having Internet Gaming Disorder using a cut-off score of 5 criteria. Regression analyses to predict number of indicators of gaming addiction revealed the best predictors were obsessive passion, being motivated to play to escape from adverse moods or life problems, and craving scores. Regression analyses to predict craving for online game playing revealed the best predictors were being motivated to play to escape from a (open full item for complete abstract)

Master of Arts (M.A.), University of Dayton, 2014, Psychology, Clinical

Behaviors exhibited while online differ radically from behaviors exhibited while offline (Suler, 2004a). Research suggests that this difference in behaviors results from online disinhibition (OD) while engaging in computer-mediated communication (Suler, 2004a). An example of the effects of OD can be seen when a person flirts outside of his or her dyadic relationship while online when he or she would not normally in person. Flirting can cause harm to a romantic relationship when it is directed towards someone outside of the romantic relationship (Glass, 2003). Due to the immense use of the internet among college students, and the negative impact that extradyadic flirting can have on a romantic relationship, the first goal of this research was to provide a basis of information on the amount of online flirting, how online flirting occurs, and the impact of online flirting among college-age students. The second goal of this study is to assess participants' perception of how detrimental the impact of online flirting would be on their romantic relationship compared to offline flirting. Malt (2007) found that there is a general view in society that flirting online is less detrimental to a romantic relationship than flirting offline. Given this finding, along with the possibility that participants are aware of OD, I predicted that online flirting would be perceived as less detrimental to a romantic relationship than offline flirting as a result of an informal understanding of OD from personal internet use. The third goal of this study was to understand the perceived impact of public versus private extradyadic online flirting on a romantic relationship. Pittman (1990) found that infidelity that occurs in private has more of a detrimental impact on a romantic relationship than infidelity that occurs in public. Therefore, I predicted that private online flirting, such as through a Facebook message, would be perceived as more detrimental to a relationship than public online fli (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2023, Curriculum and Instruction: Educational Technology

Online learning continues be the largest growth sector in higher education (IPEDS, 2019), however, students enrolled in fully online programs are retained at a lower rate than students enrolled in traditional face to face programs. The purpose of this quantitative correlational study is to determine if online students who participate in an online eCampus Orientation are more likely to be enrolled, retained, and succeed academically in their first course than students who elect not to participate in the orientation. The researcher hypothesizes that online students who participate in the eCampus Orientation will have a significantly higher enrollment and retention rate than those who do not. Further, it is expected that online students who participate in the orientation are more likely to have a higher GPA than those that do not. The researcher used one academic year of archival data (Fall 2020-Summer 2021) to compare two groups of students: students who chose to participate in the online orientation and student who chose not to participate. The target population for this study were newly admitted eCampus students at Bowling Green State University, all of which were adult learners with an average age of 30. A chi-square test of independence was used to measure the relationship between participation in the eCampus Orientation and enrollment and retention. A t-test was used to measure the relationship between participation in the eCampus Orientation and academic success as measured by GPA.

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The purpose of this study was to understand how pre-service teachers interact in collaborative spaces as well as to describe their perception of the challenges and the benefits they associate with collaborative learning and technology. The different methods of collaborative learning and technology utilized in the pre-service teachers' programs impact pre-service teacher's collaboration skills, networking, critical thinking, and academic success. A qualitative case study research methodology was utilized; observations, indepth interviews, and document analysis of course materials were used to collect data from the pre-service teachers. In this study, a total of 20 pre-service teachers participated. Each participant was from a different major in the teacher education program at a large Midwestern university. The pre-service teachers had some experience in face-to-face collaboration, yet limited experience in online collaboration. Findings from this study showed that the pre-service teachers were active participants and interacted in dynamic ways. In addition, collaborative technology such as Google Docs and GroupMe text messaging application enhanced their interaction and collaboration. Although the pre-service teachers had a positive perception of collaborative learning and technology, they faced challenges due to limited experience with online collaborative learning and technology. The pre-service teachers noted challenges in establishing online collaboration norms and interactions. In addition, unfamiliarity with using Google Docs hindered their communication and interaction. Thus, teacher training and education programs can enhance pre-service teachers' online collaboration by utilizing online collaborative learning methods and technology in the curricula and courses. Implications and future studies of pre-service teachers' collaborative learning and technology were provided as well as suggested solutions for the challenges the pre-service teachers faced in (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), University of Dayton, 2013, Higher Education Administration

This case study examined the experiences of five Early Childhood Development (ECD) instructors at a small public, liberal arts university in the Northwest as they transitioned from teaching in a traditional face-to-face baccalaureate degree completion program to teaching in an asynchronous online degree completion program. Data were collected during the 2010-11 academic year, the first year of the fully online program. Meeting minutes, observation notes, transcripts from semi-structured personal and focus group interviews, and program-related documents were analyzed using Miles and Huberman's (1984) methodology of simultaneous activities of data reduction, data display, and conclusion drawing/verification. Findings revealed that the instructors' experiences during the transition to teaching in the online program were akin to "flying the plane while building it." Four themes emerged from the study and were organized around the metaphor of journey to a foreign land: (a) We can't get there from here; (b) Where is the GPS? (c) When in Rome...; and (d) Do we need a passport?. The five instructors in this study left the familiar for the unfamiliar and discovered that teaching online was different from teaching face-to-face and that traditional techniques did not transfer directly to the online classroom. The instructors reported that online teaching felt different and led to student and instructor role changes. Lack of institutional policies and administrative processes for online teaching created more challenges and required more time than traditional teaching. Finally, instructor socialization and professionalization contributed to a disruption to what the instructors had learned and valued as professors of early childhood education. Understanding the experiences of faculty during the transition to online teaching is essential to the development of institutional policies, administrative processes, and systems which accommodate the differences between tradi (open full item for complete abstract)

Doctor of Philosophy, University of Akron, 2013, Marriage and Family Counseling/Therapy

The purpose of this qualitative, phenomenological study was to learn more about the process of Internet-based Family Therapy and to discover the advantages and disadvantages of using Internet-based Family Therapy as part of a practice. The overarching question asked, “How do therapists experience the phenomenon of Internet-based Family Therapy?” The sub-questions were: (1) How is Internet-based Family Therapy defined by therapists claiming to do it? (2) What are the presenting issues for Internet-based Family Therapy going forward? Heuristic Inquiry was used for data collection and analysis. Five participants were interviewed using online text-chat. Each participant had experience doing Internet-based Family Therapy and appropriate credentials. The core themes discovered were as follows: (1) The sites may be deemed not truly therapeutic. (2) The use of video is highly recommended in Internet-based Family Therapy. (3) More severe clients are contraindicated for Internet-based Family Therapy. (4) Face-to-face Family Therapy is better than Internet-based Family Therapy, however Internet-based Family Therapy is better than nothing. (5) The use of theory in Internet-based Family Therapy is much the same as in face-to-face Family Therapy. (6) The main concerns with Internet-based Family Therapy are confidentiality, crossing state lines & harm to self. A final interview dealt with Ethical dilemmas in Internet-based Family Therapy, Internet-based Family Therapy standards, limitations of Internet-based Family Therapy and handling harm to self or others when doing Internet-based Family Therapy. The findings are discussed, as well as considerations for therapists and directions for future research are suggested.

Doctor of Philosophy, The Ohio State University, 2006, Accounting and Management Information Systems

With the growth of the Internet and electronics commerce, an unprecedented amount of product and price information is now easily accessible to potential buyers, allowing online shoppers to easily obtain product information and compare vender prices. The addition of search engines, infomediaries and shopbots further reduces buyer search costs and makes comparison shopping possible on scales never before imagined. Bakos (1998) notes that Internet-base electronic marketplaces leverage information technology to match buyers and sellers and facilitate the exchange of information, goods, services and payments associated with market transactions with increased effectiveness and reduced transaction costs, resulting in more efficient, “friction-free” markets. This dissertation analyzes several frictions and the possible ameliorating impact of trust-inducing mechanisms in these electronic markets.

Doctor of Philosophy (PhD), Ohio University, 2008, Mass Communication (Communication)

The aim of this research was to better understand virtual online communities (VOCs), that is, communities that are formed and maintained through the Internet. This research was guided by four research questions: What do participants in VOCs actually seek? How does a participant critically evaluate information produced in VOCs? What differences do VOC members perceive between their online community experiences compared to their experiences in real-life face-to-face communities? In what ways might a VOC shape its members' views toward political and social change? The methodology employed was participant observation of 20 informants within their online and offline realms plus in-depth interviews with each informant. Interviews and observations were conducted from 2005 - 2007. This research identified two different types of VOCs: dependent and self-contained VOCs. Dependent VOCs act as extensions to already existent face-to-face communities while self-sustained VOCs are communities where relationships between members are formed, developed, and nurtured purely through virtual encounters on the Internet based on shared interests. Four functions were identified in this study: information exchange, social support exchange, friendship, recreation. Information exchange is a function where the VOC main purpose was to provide information for members. Social support refers to the degree to which a person's basic social needs are gratified through interaction with others. Friendship are formed within the VOC not only for social support, but also provide deeper, more meaningful relationships. Recreation within a VOC occurs when the community's main purpose is purely entertainment. This study also identified six motivations: accessibility/convenience, escapism, alternate identities, social recognition, voyeurism, written communication as a medium. Three issues in VOCs also emerged in this study: trust, evaluation of online material, and marginalized communities. VOCs exist in a (open full item for complete abstract)

Master of Liberal Studies, University of Toledo, 2012, Liberal Studies

Discussions on Internet forums show a higher tendency towards incivility than those conducted in person. This is partially caused by the anonymity of the web; therefore, some have suggested that the solution is requiring website commenters to provide their real names. There are many benefits to allowing people to maintain their privacy, however, so this thesis examines alternative methods that websites could use to promote civility. A website was created to study the effectiveness of asking users to agree to behavioral standards and allowing them to vote on the quality of each other's contributions. Users who chose to participate in the “Red Room” were expected to follow the agreement, and those who commented in the “Green Room” had no such expectations. The study compares and contrasts the behavior of posters as well as participation levels in both rooms. Results show that users will adhere to some expectations and will behave with civility when they have agreed to do so. The voting system was underutilized and did not appear to influence behavior. While discussions in the Red Room were polite and fact-based, discussions in the Green Room appeared to more meaningfully explore differences. Therefore, it might be advisable for website administrators to weigh the benefits of encouraging civility against the benefits of encouraging free expression.

Doctor of Business Administration (D.B.A.), Franklin University, 2023, Business Administration

The COVID-19 pandemic spurred a significant retail shift, with consumers turning to online shopping due to safety concerns and lockdowns. Retailers quickly adopted omnichannel strategies, merging online and offline channels to stay relevant and enhance the shopping experience. This research, grounded in innovation diffusion theory, examined the pandemic's influence on customer behavioral intentions regarding omnichannel capabilities. Using a quantitative research approach with a survey in Northwest Arkansas, the study explored the relationship between innovation diffusion attributes and customer omnichannel Buy-Online-Pickup-at-the-Store (BOPS) behavioral intention. A ten-point Likert scale survey was adapted from Kapoor to gather data from 190 respondents online. The respondent's Intention to Use BOPS increased from 36.8% pre-pandemic to 84% post-pandemic. Data was analyzed using Pearson correlation for each characteristic and regression for the combined attribute and customer intention to use BOPS. Notably, relative advantage, compatibility, and observability attributes significantly impacted the model, whereas trialability and complexity lacked significance within the combined model. The findings suggested that customers prioritize buy-Online-Pickup-at-the-Store's relative advantage, compatibility, and observability when making adoption decisions. While complexity and trialability are essential, their significance diminishes when considered with other attributes. This study contributes valuable insights into consumer behavior during crises and the evolving retail landscape post-crisis. These findings can guide strategies for optimizing omnichannel capabilities and enhancing customer adoption.

PHD, Kent State University, 2023, College of Communication and Information

The purpose of this study is to investigate the relationship between intentional online information seeking, incidental online information seeking, eHealth literacy, and shared decision-making; the relationship between intentional online information seeking, incidental online information seeking, information overload, eHealth literacy, information anxiety, and information avoidance in the context of diabetes. The study is based on Wilson's models (1981, 1997, 1999) of information behavior, Williamson's (1998) ecological model of information seeking and use, and S-O-R (Stimulus, Organism, Response) framework (Mehrabian & Russell, 1974). It examines the survey data from diabetic patients aged 18 to 44 years old in the U.S. Linear regression and structural equation modeling approaches were utilized to analyze the data. Results indicated that intentional online information seeking and eHealth literacy have positive impacts on shared decision-making. Information overload is positively related to information anxiety and information anxiety is positively related to information avoidance. Additional analyses also indicated that incidental online information seeking is negatively related to information avoidance, and eHealth literacy is negatively related to information anxiety. Information anxiety positively mediates the relationship from information overload to information avoidance. Results extend existing theoretical frameworks and suggested that there is a necessity to develop information and communication strategies to distribute high quality online health information online and training programs to help decrease diabetes information seekers' information anxiety and information avoidance about diabetes and encourage shared decision-making for diabetic patients.

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

This study examines teachers' pedagogical practices that sought to affirm students' cultural and learning experiences. The work of cultural affirmation seeks to value students' involvement in education and home knowledge. During the time of crisis (i.e., the COVID-19 outbreak), low-income immigrant students and their parents did not have access to equitable schooling and faced severe economic and health challenges. Drawing upon Culturally Sustaining Pedagogy(CSP)and Critical Race Theory (CRT) as theoretical frameworks, this study sheds light on the importance of practicing cultural affirmation through ePedagogy (i.e., the implementation of affirming students' cultural and learning experiences during the time of crisis that captures emergency, electronic, equity, empathy) and examines teachers' rationale for engaging culture in teaching. Crisis Methodology was employed to understand the teachers' pedagogical practices.The participants included seven teachers with diverse cultural backgrounds who taught immigrant youth in an after-school program in the Midwestern U.S. area. During the COVID-19 pandemic, teachers taught their students virtually to help them with their homework and meaningful lessons that sought to engage students in learning. The research utilized grounded theory and included online interviews, online FGD(Focus Group Discussion), and online observations. In addition, field notes, online journals, and classroom documentations were collected to obtain comprehensive data. The findings demonstrate that ePedagogy offers an advanced form of teaching and creative methods teachers employed in virtual settings. The study also explores teachers' agencies and commitment to support students that enable them to practice transformative approaches to teaching. Additionally, the study addresses how teachers recognize the isolating effects of online learning on mental health. Valuing cultural affirmation as a pedagogical practice, a recommendation to create online pr (open full item for complete abstract)

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2022, International Institute for Innovative Instruction

Online course persistence at community colleges is a serious issue, with students being between 3 and 15 percentage points more likely to withdraw than those taking the on-campus equivalent (Xu et al., 2019). Despite the continued growth in distance education, quality online course design is a concern throughout the literature. This quantitative, causal-comparative study aimed to investigate the existence of a statistically significant relationship between online course templates, using Quality Matters Specific Review Standards, and online course completion rates at one Midwestern Community College. An ex post facto causal-comparative method was chosen for this study because the Midwestern Community College progressively implemented Quality Matters Specific Review Standards over three Fall academic terms providing an opportunity to investigate increasing quality standards through online templates, retrospectively, in a naturally occurring environment. Descriptive Statistics, Linear Regression, and a One-Way ANOVA were employed in the data analysis. The study results revealed a statistically significant relationship between online course completion rates and online course templates using QM Specific Review Standards.

Doctor of Philosophy, University of Toledo, 2021, Educational Technology

Online education continues to grow exponentially, yet faculty acceptance of online teaching and learning has not. Decades of qualitative study indicate that a majority of faculty continue to regard online education as inferior to traditional classroom learning (Butler & Sellbom, 2002; Wilson & Stacey, 2004; Lloyd, et al., 2012; Ubell, 2017). The growth of online learning has spurred the development of educational technologies and innovative pedagogical approaches to foster immersive online learning experiences. As faculty venture into this new educational paradigm, whether by choice or force, their attitudes about online education are slowly becoming more positive (Jaschik & Lederman, 2019). The purpose of this study was to assess the attitudes of faculty and establish user profiles based on their innovativeness with regard to teaching with technology and online experience. These profiles were framed using Rogers' Diffusion of Innovations theory (2003) using cluster analysis. The results of this study indicate that faculty adoption-diffusion profiles are correlational to their attitudes toward online education. In addition, this study determined that online teaching experience is the strongest predictor of faculty attitudes and adoption-diffusion classifications. The results of this study suggest that institutions would benefit in analyzing their faculty innovation classifications to inform policy, technology purchasing decisions, and development offerings.

Master of Science (MS), Ohio University, 2021, Journalism (Communication)

The German relation to Israel is marked by its historic circumstances, namely the Shoah and the antisemitism which made it possible, but also cooperation between the two countries nowadays. Previous research on the portrayal of Israel in German print media, in particular during times of escalation in the Arab-Israeli conflict, have found a bias against Israel. This study provides an analysis of the media image of Israel in German online news media during a low-escalation period in the Arab-Israeli conflict, accounting for the changes in the media landscape due to digitalization and providing a comparison to traditional media. A sample by five German news outlets – Bild.de, n-tv.de, Spiegel.de, t-online.de and Zeit.de – during a 2019 low escalation-phase was analyzed using a structural objectivity content analysis. A focus was put on the overall evaluation as well as the topics and actors who can be found in the reporting. The findings show an overall balanced depiction with some outliers, in contrast to the portrayal of Israel during periods with high conflict.