@misc{oyarzun_martin_2023, title={A Systematic Review of Research on Online Learner Collaboration from 2012-21: Collaboration Technologies, Design, Facilitation, and Outcomes}, volume={27}, ISSN={["2472-5730"]}, url={https://doi.org/10.24059/olj.v27i1.3407}, DOI={10.24059/olj.v27i1.3407}, abstractNote={Online Learner Collaboration (OLC) supports the development of knowledge and skills through social construction. In this systematic review of research spanning a decade, authors examined 63 articles for publication patterns, participant and context trends, and research methodology trends using an online learner collaboration framework consisting of the following elements: collaborative technologies, design, facilitation, and outcomes. The higher education context and education discipline had the most research conducted on OLC among the studies reviewed. All three research methods (quantitative, qualitative, and mixed methods) were used equally in the articles. The most commonly used technologies for OLC were learning management systems (LMS), discussion boards, writing tools, and synchronous tools. The most commonly used collaborative methods were group projects and discussions. The most common grouping size was small groups, and groups were commonly formed through random assignment, based on criteria, or student-formed. Instructors mostly assumed roles as designers, facilitators, supporters, and evaluators during OLC. Increased learning, communication and collaboration skills, and relationship building were the top three opportunities that OLC offered. Time, technical issues, and anxiety/fear/stress were challenges that appeared most frequently. Most of the research on OLC focused on cognitive and affective outcomes. The review has implications for online instructors and instructional designers who design and facilitate collaborative online courses.}, number={1}, journal={ONLINE LEARNING}, author={Oyarzun, Beth and Martin, Florence}, year={2023}, month={May}, pages={71–106} }
 @article{martin_bacak_polly_dymes_2023, title={A systematic review of research on K12 online teaching and learning: Comparison of research from two decades 2000 to 2019}, volume={55}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2021.1940396}, DOI={10.1080/15391523.2021.1940396}, abstractNote={Abstract There continues to be an abundance of research conducted and published about online learning in K-12 settings. In this systematic review, 386 articles on K-12 online teaching and learning published between 2000 and 2019 were reviewed for research themes, participants, school type, research methodologies, and data collection methods. The data was analyzed by the two decades 2000 to 2009 and 2010 to 2019 and showed significant increase in the second decade. There was an increased growth in the number of publications until 2016 after which it stabilized. About 60% of the studies were published in the United States. Areas that are most and less frequently researched are reported and discussed. The article provides implications and recommendations for future research for online learning in K-12 settings. Supplemental data for this article is available online at https://doi.org/10.1080/15391523.2021.1940396 .}, number={2}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Martin, Florence and Bacak, Julie and Polly, Drew and Dymes, Laurie}, year={2023}, pages={190–209} }
 @article{martin_kumar_ritzhaupt_polly_2023, title={Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities}, volume={56}, ISSN={["1873-5525"]}, DOI={10.1016/j.iheduc.2022.100879}, abstractNote={Bichronous Online Learning is the blending of asynchronous and synchronous online learning. In this qualitative study, 12 award-winning online instructors were interviewed for their online teaching practices focused on blending, design, facilitation, and assessment of asynchronous and synchronous online modalities. Data was collected through virtual interviews which were recorded, transcribed and analyzed. Award-winning instructor practices of blending are discussed through their blending decisions, sequences, and models. Instructors shared their decisions related to blending, such as modality purposes, affordances, and required or optional synchronous sessions. Blending sequences that emerged were asynchronous followed by synchronous, asynchronous followed by synchronous and then asynchronous again. Blending models that resulted were the complement model, replacement model and enhancement model. Asynchronous and synchronous design, facilitation and assessment strategies used by the award-winning online instructors are discussed in detail. The findings have implications for online instructors, students, instructional designers and administrators.}, journal={INTERNET AND HIGHER EDUCATION}, author={Martin, Florence and Kumar, Swapna and Ritzhaupt, Albert D. and Polly, Drew}, year={2023}, month={Jan} }
 @inbook{martin_sadaf_2023, place={Thousand Oaks, CA}, title={Effective Online Teaching Strategies}, ISBN={9781529604368}, booktitle={The SAGE Handbook of Online Higher Education}, publisher={SAGE}, author={Martin, F. and Sadaf, A.}, editor={Wa-Mbaleka, S. and Thompson, K. and Casimiro, L.Editors}, year={2023} }
 @article{byker_ade-thurow_martin_sadula_2023, title={Engaging in an online odyssey: Globally Networked Learning among undergraduates in Germany and the US}, url={https://doi.org/10.21827/jve.6.40521}, DOI={10.21827/jve.6.40521}, abstractNote={The purpose of this practice report is to describe a Global Networked Learning (GNL) that unfolded among a cohort of 54 University students (n=54) in Germany and the United States. There were 28 students from Germany and 26 students from the United States who participated in the international virtual exchange. A GNL is a collaborative, international online approach to help students and instructors from universities around the world to participate in a learning exchange and the creation of knowledge through project-based learning. The GNL project centered around crafting an engaging multimedia presentation about regions called a Global Competency Virtual Odyssey (GCVO). The focus of the GCVO was on regions in Germany and the United States. The GNL project was implemented over a an eight-week period. The students collaborated via four synchronous Zoom sessions with further collaboration happening over WhatsApp. The report describes the features of the GNL project and the collaborative process of creating and presenting the GCVOs. The article could be relevant to readers as it offers an explanation how to implement a GNL project. The report concludes with a discussion of the students’ perceptions of creating and presenting their GCVOs as part of the GNL project.}, journal={Journal of Virtual Exchange}, author={Byker, Erik Jon and Ade-Thurow, Benjamin and Martin, Florence and Sadula, Mahita}, year={2023}, month={Dec} }
 @article{byker_sadula_ade-thurow_martin_2023, title={Equity of International Access: Connecting First-Generation University Students to Globally Networked Learning}, url={https://www.diversityabroad.org/DIVaPublic/GIE-Archives/GIE-Sp2023/GIE-Sp23-Article-13.aspx}, journal={The Global Impact Exchange Journal}, author={Byker, E.J. and Sadula, M. and Ade-Thurow, B. and Martin, F.}, year={2023} }
 @article{sun_martin_kim_westine_2023, title={Establishing a Student Evaluation of Online Teaching and Learning Framework Through Analysis of Existing Instruments}, volume={27}, ISSN={["2472-5730"]}, DOI={10.24059/olj.v27i1.3228}, abstractNote={This study aims to establish a framework for student evaluation of online teaching and learning (SEOTL) through an analysis of SEOTL instruments implemented by universities and colleges. From a list of 131 R1 and 135 R2 institutions, we searched, reviewed, and identified 27 instruments for student evaluation of online teaching. A five-dimensional evaluation framework with 24 categories of elements was developed through an analysis of these instruments. There were 278 evaluation elements among the 27 instruments. We found that most instruments focus more on the Course and Instructor dimensions, with Instructor Facilitation and Learning Goals and Objectives elements occurring most frequently. However, Organization and Technology dimensions with Advising Availability and Adequacy, Registration Procedures, Support Services, and Online Help Desk elements were least included. This study has implications for administrators, instructors, instructional designers, and students.}, number={1}, journal={ONLINE LEARNING}, author={Sun, Ting and Martin, Florence and Kim, Stella Y. and Westine, Carl}, year={2023}, month={May}, pages={356–382} }
 @article{martin_bacak_byker_wang_wagner_ahlgrim-delzell_2023, title={Examination of Cybersecurity Technologies, Practices, Challenges, and Wish List in K-12 School Districts}, volume={23}, url={https://digitalcommons.kennesaw.edu/jcerp/vol2023/iss1/8/}, number={1}, journal={Journal of Cybersecurity Education, Research and Practice}, author={Martin, F. and Bacak, J. and Byker, E. and Wang, W. and Wagner, J. and Ahlgrim-Delzell, L.}, year={2023}, pages={1–7} }
 @article{bacak_wagner_martin_byker_wang_alhgrim-delzell_2023, title={Examining Technologies Used in K-12 School Districts: A Proposed Framework for Classifying Educational Technologies}, volume={51}, ISSN={0047-2395 1541-3810}, url={http://dx.doi.org/10.1177/00472395231155605}, DOI={10.1177/00472395231155605}, abstractNote={K-12 schools utilize a growing number of technologies to operate effectively, ranging from technologies for learning to technologies that manage student and personnel data. We share findings from an analysis of 23 school district websites for technologies used in a number of K-12 school districts surrounding a public, research university in a southeast region of the United States. In addition, we also share findings on technologies used in K-12 school districts from interviews with 12 technology directors. We propose a technology classification framework including educational technologies, management technologies, support technologies, networking technologies, and security technologies in addition to identifying various technologies that are currently used by school districts based on this framework. This framework has implications for K-12 technology adoption and clarifying the roles of school technology personnel.}, number={3}, journal={Journal of Educational Technology Systems}, publisher={SAGE Publications}, author={Bacak, Julie and Wagner, Jonathan and Martin, Florence and Byker, Erik and Wang, WeiChao and Alhgrim-Delzell, Lynn}, year={2023}, month={Feb}, pages={282–302} }
 @article{miller_howell_oyarzun_martin_knight_frankovich_2023, title={Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching}, volume={27}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v27i3.3691}, DOI={10.24059/olj.v27i3.3691}, abstractNote={This study contributes to a better understanding of instructors’ perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion—with access as a baseline expectation and inclusion operationalized as relationship building—rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.}, number={3}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Miller, Ryan A. and Howell, Cathy D. and Oyarzun, Beth and Martin, Florence and Knight, Shawn and Frankovich, Jacob N.}, year={2023}, month={Sep}, pages={387–406} }
 @article{martin_oyarzun_sadaf_2023, title={Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies}, volume={27}, ISSN={["2472-5730"]}, DOI={10.24059/olj.v27i4.4019}, abstractNote={Online learners are increasingly diverse (NCES, 2022), which underlines the need for instructors to be inclusive and equitable in online teaching. Inclusion refers to providing opportunities for all learners in the online course, so they can actively participate and feel welcomed and belong in the course, and equity ensures that all learners have fair treatment and access to the opportunities and resources needed to succeed. In this survey-based research, we developed an Inclusive and Equitable Online Teaching Strategies (IEOTS) instrument with 45 strategies and examined instructor perceptions of the helpfulness of these strategies. These strategies focused on instructor self-awareness and commitment, getting to know the learners, course design, course facilitation, and evaluation. Based on the 478 online instructor survey responses, descriptive statistics showed that the instructors rated the strategies between somewhat helpful and helpful. In the open-ended question, student choice was described as an important aspect of the online course being inclusive and equitable. Analysis conducted based on the learner (student level), instructor (gender, ethnicity, teaching experience and teaching expertise),  course (delivery modality), and organizational differences (required training,  collaboration with instructional designer) found that instructor perceptions of helpfulness was higher for the course design subscale for instructors who taught online asynchronously rather than  synchronously; higher for the know your learner subscale for instructors who taught graduate students rather than those who taught undergraduate students,  and between those who attended training for online teaching compared to those who had not. In addition to supporting diverse online students, this study has implications for online instructors, instructional designers, and administrators who provide support to integrate these strategies effectively.}, number={4}, journal={ONLINE LEARNING}, author={Martin, Florence and Oyarzun, Beth and Sadaf, Ayesha}, year={2023}, month={Dec} }
 @article{martin_ritzhaupt_2023, title={IDEAS Framework for Teaching Online}, url={https://er.educause.edu/articles/2023/4/ideas-framework-for-teaching-online}, journal={Educause Review}, author={Martin, F. and Ritzhaupt, A.}, year={2023}, month={Apr} }
 @article{kusel_martin_markic_byker_polly_2023, title={Investigating US and German pre-service teachers' beliefs regarding digital technology}, volume={10}, ISSN={["1469-3623"]}, url={https://doi.org/10.1080/03057925.2023.2268518}, DOI={10.1080/03057925.2023.2268518}, abstractNote={ABSTRACTBased on different educational policies around the world, pre-service teachers are expected to use digital technology in their future teaching in school. However, to do this successfully, they need knowledge, skills and appropriate beliefs regarding utilising digital technology in learning scenarios. Thus, this study explores pre-service teachers’ beliefs regarding current digital technologies in their learning and future teaching. 232 pre-service teachers from Germany and the US participated in the comparative study and responded to the Digital Technologies Survey. The results show that overall pre-service teachers’ beliefs regarding digital technology in learning and teaching are on a moderate level. However, significant differences were seen between pre-service teachers from Germany and the US. For US pre-service teachers, digital technology seems more important and helpful for their current learning and future teaching than for German pre-service teachers. The same can be seen for self-assessed competence. The results and further implications are discussed.KEYWORDS: Beliefsdigitisation of educationICT enhanced teaching and learninghigher educationtechnology in education and training Disclosure statementNo potential conflict of interest was reported by the author(s).}, journal={COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION}, author={Kusel, Julian and Martin, Florence and Markic, Silvija and Byker, Erik Jon and Polly, Drew}, year={2023}, month={Oct} }
 @misc{shanley_pérez-quiñones_martin_pugalee_ahlgrim-delzell_hart_2023, title={K-12 Teacher Experiences from Online Professional Development for Teaching APCSA}, url={http://dx.doi.org/10.1145/3545945.3569827}, DOI={10.1145/3545945.3569827}, abstractNote={Online computer science courses, such as those run by virtual public high schools, can help reach students in schools where funding constraints limit student opportunity. Many schools cannot afford computer science teachers, but with virtual course offerings, students can receive the same learning opportunities regardless of physical location or funding limitations. Due to the increasing demand for online programs, there is a similar demand for high-quality online professional development opportunities. While a substantial body of research focuses on online computer science educators identifying current needs in CS education, additional research is still needed to provide strategies that strengthen the effectiveness of online computer science courses. Through a Research-to-Practice Partnership, this paper examines the effectiveness of a virtual professional development program for online Advanced Placement Computer Science A teachers. This study addresses the following questions: (1) To what extent did the online professional development course improve teacher knowledge in teaching APCSA to high school students? (2) What were K-12 teachers' perceptions of their experiences from the professional development course? The data collected throughout this study included pre and post-test, course surveys, and asynchronous course discussions. A paired t-test was run using the pre and posttest data to analyze changes to participants' overall computer science content knowledge. Our findings suggest that our participant's content knowledge has increased due to our online course. Additionally, the findings from this study shed light on additional ways to support teachers such as offering future professional development opportunities.}, journal={Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1}, publisher={ACM}, author={Shanley, Nicole and Pérez-Quiñones, Manuel A. and Martin, Florence and Pugalee, David and Ahlgrim-Delzell, Lynn and Hart, Ellen}, year={2023}, month={Mar}, pages={1001–1006} }
 @article{martin_dennen_bonk_2023, title={Systematic Reviews of Research on Online Learning: An Introductory Look and Review}, volume={27}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v27i1.3827}, DOI={10.24059/olj.v27i1.3827}, abstractNote={In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning.}, number={1}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Martin, Florence and Dennen, Vanessa P. and Bonk, Curtis J.}, year={2023}, month={Mar} }
 @article{kim_martin_2023, title={Validation of the Faculty Readiness to Teaching Online (FRTO) scale}, volume={12}, ISSN={["1758-1184"]}, url={https://doi.org/10.1108/JARHE-03-2023-0108}, DOI={10.1108/JARHE-03-2023-0108}, abstractNote={PurposeThe current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.Design/methodology/approachData were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution.FindingsThe findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching.Originality/valueThe findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.}, journal={JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION}, author={Kim, Stella Y. and Martin, Florence}, year={2023}, month={Dec} }
 @article{west_martin_2023, title={What type of paper are you writing? A taxonomy of review and theory scholarship distinguished by their summary and advocacy arguments}, volume={6}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/s11423-023-10233-0}, DOI={10.1007/s11423-023-10233-0}, journal={Educational technology research and development}, publisher={Springer Science and Business Media LLC}, author={West, Richard E. and Martin, Florence}, year={2023}, month={Jun} }
 @article{martin_wu_wan_xie_2022, title={A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments}, volume={26}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v26i1.2604}, DOI={10.24059/olj.v26i1.2604}, abstractNote={The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (Teaching Presence, Social Presence, and Cognitive Presence) and their correlations with learning outcomes, including actual learning, perceived learning, and satisfaction. It was found that teaching presence and actual learning were moderately positively correlated, (r = .353). There was a weak correlation between cognitive presence and actual learning, (r = .250) and social presence and actual learning, (r = .199). For the correlation between the presences and perceived learning, cognitive presence and perceived learning was found to be strongly correlated, (r = .663), followed by the moderate correlation between social presence and perceived learning (r = .432), and teaching presence and perceived learning, (r = .392). With respect to satisfaction, the correlation between cognitive presence and satisfaction, (r = .586) and between teaching presence and satisfaction was strong, (r = .510), but the correlation between social presence and satisfaction was moderate, (r = .447). The findings have implications for designers and instructors who design and teach online and blended courses to include these presences.}, number={1}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Martin, Florence and Wu, Tong and Wan, Liyong and Xie, Kui}, year={2022}, month={Mar}, pages={325–359} }
 @misc{martin_kumar_ritzhaupt_2022, title={An Overview of the Competencies and Career Outcomes in Educational Technology}, ISBN={9781003109938}, url={http://dx.doi.org/10.4324/9781003109938-2}, DOI={10.4324/9781003109938-2}, abstractNote={Competencies are defined as knowledge, skills, and abilities that professionals need to perform various roles and functions within their organizational settings. Graduate programs aiming to prepare educational technology professionals develop competencies for their students drawing from professional experiences, research, standards, and professional organizations. This chapter identifies both foundational and specialized educational technology competencies for graduates in this field based on an analysis of 12 educational technology graduate programs in the United States (U.S.). The alignment between the educational technology competencies of graduate programs and recent job announcements of educational technology professionals is analyzed and discussed.}, journal={The Instructional Design Trainer's Guide}, publisher={Routledge}, author={Martin, Florence and Kumar, Swapna and Ritzhaupt, Albert D.}, year={2022}, month={Jan}, pages={9–17} }
 @inproceedings{bacak_martin_ahlgrim-delzell_polly_wang_2022, title={Creating a Safer Digital World for Elementary Learner: Lessons Learned from Elementary Educators}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference}, author={Bacak, J. and Martin, F. and Ahlgrim-Delzell, L. and Polly, D. and Wang, W.}, editor={Langran, E.Editor}, year={2022}, pages={962–970} }
 @inproceedings{budhrani_martin_2022, title={Design Patterns in Instructors' Modeling of Class Sessions Using Lesson Blueprints}, booktitle={American Educational Research Association}, author={Budhrani, K. and Martin, F.}, year={2022} }
 @misc{martin_bolliger_2022, title={Designing Online Learning in Higher Education}, ISBN={9789811903519 9789811903519}, url={http://dx.doi.org/10.1007/978-981-19-0351-9_72-1}, DOI={10.1007/978-981-19-0351-9_72-1}, abstractNote={Abstract Design is critical in online learning. This chapter reviews research and practice on designing effective online courses in higher education. Firstly, the importance of design in online learning is described including asynchronous, synchronous, and bichronous delivery methods, as well as the significance of course organization and meeting learner needs in online courses. Secondly, we provide a brief overview of online course design research in higher education. Thirdly, standards and rubrics for online course design from US colleges and universities as well as professional organizations across the world are reviewed. Fourthly, we describe a research-based and validated online course design element rubric, which includes overview, course presentation, interaction and communication, assessment and evaluation, and student support. Fifthly, the chapter describes how instructors can be prepared for and supported in online course design, incorporating administrator support, pedagogical support, technology support, and personnel support. Sixthly, the role of instructional designers in online course design is described. The chapter concludes with recommendations for instructors and designers and topics for future research.}, journal={Handbook of Open, Distance and Digital Education}, publisher={Springer Singapore}, author={Martin, Florence and Bolliger, Doris U.}, year={2022}, pages={1–20} }
 @misc{martin_shanley_hite_pérez-quiñones_pugalee_hart_2022, title={Developing Online Professional Development for High School Teachers to Teach Computer Science Online}, url={http://dx.doi.org/10.1145/3502717.3532174}, DOI={10.1145/3502717.3532174}, abstractNote={Creating effective professional development is critical to support high school teachers who teach computer science (CS) online. The context of this study is based on a current Research to Practice Partnership (RPP) between the University of North Carolina at Charlotte in the United States and North Carolina Virtual Public School (NCVPS). Ten high school teachers from the NCVPS who teach CS online participated in a summer workshop and recommended design, facilitation, and evaluation strategies to be included in effective professional development (PD). The summer workshop was conducted synchronously via Zoom. It provided the opportunity to discuss teacher perceptions related to the research questions "What design, facilitation, and assessment strategies are helpful to include in an AP Computer Science Advanced course?" and "What recommendations do you have for designing an online professional development course for high school teachers to teach computer science online?" The questions were posed through an online collaborative Jamboard, and the affinity diagram method was used for data collection and document analysis was conducted. The teacher posts were qualitatively analyzed to identify common themes. Findings for professional development on content design included CS content, how to teach CS, and CS tools and activities. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. They recommended tools for supplemental instruction, integration of discussion boards for interaction, and tools and strategies to provide feedback for professional development.}, journal={Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2}, publisher={ACM}, author={Martin, Florence and Shanley, Nicole E. and Hite, Nicole and Pérez-Quiñones, Manuel A. and Pugalee, David and Hart, Ellen}, year={2022}, month={Jul} }
 @article{martin_bolliger_2022, title={Developing an online learner satisfaction framework in higher education through a systematic review of research}, volume={19}, ISSN={2365-9440}, url={http://dx.doi.org/10.1186/s41239-022-00355-5}, DOI={10.1186/s41239-022-00355-5}, abstractNote={Abstract Satisfaction is a critical aspect of student success in online education. In this systematic review, we examine 98 articles which studied various aspects of online learner satisfaction. We specifically analyzed publication patterns, context, research methodology, research instruments, and research themes and factors pertaining to online learner satisfaction research. Among these 98 studies, the journal Internet and Higher Education published the highest number of articles ( n = 8), and the majority of studies were conducted in the United States ( n = 37). Thirty five percent of the studies were conducted with undergraduate students. The majority of the studies (89%) was quantitative, 68% were descriptive, and 94% used surveys. Learner characteristics was the most examined theme, followed by engagement and course delivery. Program quality, assessment, and learner support were some of the themes that were least studied. In 46 studies researchers adopted or modified existing items or instruments to measure student satisfaction. The framework benefits both online learning practitioners and researchers.}, number={1}, journal={International Journal of Educational Technology in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Martin, Florence and Bolliger, Doris U.}, year={2022}, month={Sep} }
 @article{martin_xie_2022, title={Digital Transformation in Higher Education: 7 Areas for Enhancing Digital Learning}, url={https://er.educause.edu/articles/2022/9/digital-transformation-in-higher-education-7-areas-for-enhancing-digital-learning}, journal={Educause Review}, author={Martin, F. and Xie, K.}, year={2022}, month={Sep} }
 @article{bacak_martin_ahlgrim-delzell_polly_wang_2022, title={Elementary Educator Perceptions of Student Digital Safety Based on Technology Use in the Classroom}, volume={39}, ISSN={0738-0569 1528-7033}, url={http://dx.doi.org/10.1080/07380569.2022.2071233}, DOI={10.1080/07380569.2022.2071233}, abstractNote={Abstract Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators’ perceptions of student digital safety based on their interactions with others using technology in the classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety and have implications for teachers, parents, students, and administrators.}, number={2}, journal={Computers in the Schools}, publisher={Informa UK Limited}, author={Bacak, Julie and Martin, Florence and Ahlgrim-Delzell, Lynn and Polly, Drew and Wang, WeiChao}, year={2022}, month={Apr}, pages={186–202} }
 @article{martin_xie_bolliger_2022, title={Engaging learners in the emergency transition to online learning during the COVID-19 pandemic}, volume={54}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2021.1991703}, DOI={10.1080/15391523.2021.1991703}, abstractNote={Abstract Students and instructors in K-12 and higher education had to quickly transition to remote or online learning during the COVID-19 pandemic. This rapid shift was challenging for students, instructors, administrators, and parents across the world. One of the biggest challenges was keeping learners engaged during remote learning due to the physical separation of instructors and students that resulted due to the pandemic. Among the fourteen articles published in this special issue on online learner engagement during COVID-19, three major themes emerged, including: (1) theories and frameworks to engage online learners, (2) characteristics of learners in various educational contexts, and (3) the selection of strategies and provisions of support in the engagement of learners during this quick transition to online or remote learning.}, number={sup1}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Martin, Florence and Xie, Kui and Bolliger, Doris U.}, year={2022}, month={Jan}, pages={S1–S13} }
 @article{martin_gezer_wang_petty_wang_2022, title={Examining K-12 educator experiences from digital citizenship professional development}, volume={54}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2020.1815611}, DOI={10.1080/15391523.2020.1815611}, abstractNote={Abstract Digital citizenship refers to exhibiting responsible digital habits to function in a digital world. The purpose of this mixed methods study is to examine K-12 educators' experiences based on a digital citizenship graduate-level course that they participated in for professional development. Forty-five educators participated in this course. In addition to the knowledge and attitudinal data collected from assessment and survey, ten educators also participated in follow-up interviews at the end of the course. Results indicated that educators’ digital citizenship knowledge increased significantly over the course period. Qualitative data indicated educators could transfer the course content to their school environments and enrolled in the course due to personal, student-related, curriculum-related, and school-related reasons. Needs and challenges regarding digital citizenship were also identified.}, number={1}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Martin, Florence and Gezer, Tuba and Wang, Wei Chao and Petty, Teresa and Wang, Chuang}, year={2022}, pages={143–160} }
 @article{polly_martin_byker_2022, title={Examining Pre-Service and In-Service Teachers’ Perceptions of Their Readiness to Use Digital Technologies for Teaching and Learning}, volume={40}, ISSN={0738-0569 1528-7033}, url={http://dx.doi.org/10.1080/07380569.2022.2121107}, DOI={10.1080/07380569.2022.2121107}, abstractNote={Abstract This study examines 105 pre-service and in-service teachers’ perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers’ beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms.}, number={1}, journal={Computers in the Schools}, publisher={Informa UK Limited}, author={Polly, Drew and Martin, Florence and Byker, Erik}, year={2022}, month={Sep}, pages={22–55} }
 @article{martin_sun_westine_ritzhaupt_2022, title={Examining research on the impact of distance and online learning: A second-order meta-analysis study}, volume={36}, ISSN={1747-938X}, url={http://dx.doi.org/10.1016/j.edurev.2022.100438}, DOI={10.1016/j.edurev.2022.100438}, abstractNote={Distance learning has evolved over many generations into its newest form of what we commonly label as online learning. In this second-order meta-analysis, we analyze 19 first-order meta-analyses to examine the impact of distance learning and the special case of online learning on students’ cognitive, affective and behavioral outcomes. We examine to what extent distance learning generation level, and instructional setting moderate the influences of distance learning on cognitive, affective and behavioral outcomes. This second-order meta-analyses also analyzes the first-order meta-analyses for methodological quality and robustness. The findings revealed a statistically significant overall average effect size (g = 0.156, p < .001 with a 95% confidence interval of 0.087–0.224) of distance learning impacting cognitive, affective and behavioral outcomes in comparison to face-to-face learning. Meta-analyses on higher education had a statistically significant larger effect size than K-12 education. Limitations, implications, and directions for future research are discussed.}, journal={Educational Research Review}, publisher={Elsevier BV}, author={Martin, Florence and Sun, Ting and Westine, Carl D. and Ritzhaupt, Albert D.}, year={2022}, month={Jun}, pages={100438} }
 @inproceedings{bacak_martin_polly_dymes_2022, title={K-12 Online Teaching and Learning: A Systematic Review of Research from 2000 to 2019}, booktitle={North Carolina Association for Research in Education Conference}, author={Bacak, J. and Martin, F. and Polly, D. and Dymes, L.}, year={2022} }
 @article{kularski_martin_2022, title={Online Student Privacy in Higher Education: A Systematic Review of the Research}, volume={36}, ISSN={0892-3647 1538-9286}, url={http://dx.doi.org/10.1080/08923647.2021.1978784}, DOI={10.1080/08923647.2021.1978784}, abstractNote={ABSTRACT This systematic review of research on online student privacy in higher education used a strategic search process to synthesize research on online student privacy based on publications trends, research methods, online spaces studied and the focus of the research. A total of 41 articles were analyzed to explore the existing literature on the topic. Most of the articles utilized undergraduate students as research subjects, and a majority focused on social media as the site of online privacy interest. Few studies considered the impact of faculty on student privacy in online spaces or included online collaboration tools as an area of privacy concern for students. The most common focus of research found among the articles was online privacy behavior. This theme is closely related to the theme of privacy paradox, which was analyzed in previous related systematic reviews. The results of this systematic review have implications for future research in online instruction and student privacy.}, number={3}, journal={American Journal of Distance Education}, publisher={Informa UK Limited}, author={Kularski, Curtis M. and Martin, Florence}, year={2022}, pages={227–241} }
 @article{martin_borup_2022, title={Online learner engagement: Conceptual definitions, research themes, and supportive practices}, volume={57}, ISSN={0046-1520 1532-6985}, url={http://dx.doi.org/10.1080/00461520.2022.2089147}, DOI={10.1080/00461520.2022.2089147}, abstractNote={Abstract Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.}, number={3}, journal={Educational Psychologist}, publisher={Informa UK Limited}, author={Martin, Florence and Borup, Jered}, year={2022}, month={Jul}, pages={162–177} }
 @article{martin_shanley_hite_pugalee_perez-quinones_ahlgrim-delzell_hart_2022, title={Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online}, volume={40}, ISSN={0738-0569 1528-7033}, url={http://dx.doi.org/10.1080/07380569.2022.2127343}, DOI={10.1080/07380569.2022.2127343}, abstractNote={Abstract Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered.}, number={2}, journal={Computers in the Schools}, publisher={Informa UK Limited}, author={Martin, Florence and Shanley, Nicole and Hite, Nicole and Pugalee, David and Perez-Quinones, Manuel and Ahlgrim-Delzell, Lynn and Hart, Ellen}, year={2022}, month={Oct}, pages={133–151} }
 @inproceedings{olesova_sadal_kumar_martin_ritzhaupt_bonk_lwenthal_snelson_westine_2022, title={Reviews of Research on Online Learners}, booktitle={Proceedings of the Association for Educational Communications and Technology (AECT) 2022 Annual International Convention}, author={Olesova, L. and Sadal, A. and Kumar, S. and Martin, F. and Ritzhaupt, A. and Bonk, C.J. and Lwenthal, P.. and Snelson, C. and Westine, C.}, year={2022}, month={Oct} }
 @inbook{martin_2022, title={Study Strategies and Assignments: Online Learning}, booktitle={SAGE Skills: Student Success}, publisher={SAGE Publications, Inc}, author={Martin, F.}, year={2022} }
 @article{she_martin_2022, title={Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education}, volume={36}, ISSN={0892-3647 1538-9286}, url={http://dx.doi.org/10.1080/08923647.2022.2081438}, DOI={10.1080/08923647.2022.2081438}, abstractNote={ABSTRACT As online learning has been constantly increasing in higher education institutions for the past two decades, it is important to advocate for all students to have equal access to a high-quality education. Therefore, an important aspect of online learning in higher education is the need for accessibility for all students with disability of any kind. As such, this systematic review analyzed 95 existing research studies from the past two decades, focusing on the use of different accessible strategies for design, facilitation, and assessment in online learning. Four research themes including, accessibility standards, assistive technology, Universal Design for Learning, and need for training and development on online accessibility emerged from the systematic review. The findings from this systematic literature review include implications for higher education institutions, so they can further support students with disabilities in an online setting.}, number={4}, journal={American Journal of Distance Education}, publisher={Informa UK Limited}, author={She, Liane and Martin, Florence}, year={2022}, month={Jun}, pages={327–346} }
 @article{cho_han_martin_2022, title={Systematic Review of Predictive Learning Analytics Using Online Learning Engagement Data}, volume={28}, ISSN={1229-7291}, url={http://dx.doi.org/10.15833/kafeiam.28.4.903}, DOI={10.15833/kafeiam.28.4.903}, abstractNote={온라인 학습환경에서 학습자의 수행을 예측하는 데 학습분석이 효과적으로 활용되고 있으며, 그 결과에 기반하여 고등교육의 질을 높이기 위한 시도가 활발히 이루어지고 있다. 그렇지만, 교육이론과 실천에 대한 깊이 있는 이해가 부족할 경우, 학습분석이 교수학습의 질을 향상시키는 데 크게 기여하지 못할 것이라는 우려가 있다. 본 연구의 목적은 고등교육에서 온라인 학습참여 데이터를 활용한 학습예측분석(predictive learning analytics)에 대한 연구를 체계적으로 고찰하여 향후 발전방안을 탐색하는 데 있다. 이를 위해 2011년에서 2020년까지 출판된 총 94개의 학습예측분석 연구를 선정하여 (1) 연구 동향, (2) 온라인 학습참여 유형, (3) 교육적 시사점에 초점을 두고 문헌을 검토하였다. 연구 결과, 최근 온라인 학습환경에서 수집한 데이터 기반 학습예측분석 연구가 빠르게 증가하고 있으나, 다양한 학습영역에 일반화 가능한 예측 모델을 개발하려는 연구가 부족한 것으로 나타났다. 그리고 학습자의 행동적, 인지적, 사회적 참여 데이터가 학습 수행을 예측하는 주요 변인으로 활용되었으며, 학습자의 정서적 참여 데이터를 활용한 연구는 부족하였다. 또한, 많은 연구가 예측의 정확성에 초점을 두었으며, 학습예측분석 결과에 기반하여 교육 이해관계자에게 처방적 시사점을 제공하는 연구는 부족한 것으로 나타났다. 이러한 연구 결과는 학습결과를 정확히 예측하는 것을 넘어서 고등교육의 발전을 위해 학습예측분석의 결과를 해석하고 활용하기 위한 다학제적 연구가 필요하다는 것을 시사한다.}, number={4}, journal={Korean Association for Educational Information and Media}, publisher={Korean Association for Educational Information and Media}, author={Cho, Young Hoan and Han, Yejin and Martin, Florence}, year={2022}, month={Dec}, pages={903–927} }
 @article{martin_morse_kumar_2022, title={Systematic Review of Research on Graduate Online Education from 2000 to 2020}, volume={23}, number={2}, journal={Quarterly Review of Distance Education}, author={Martin, F. and Morse, J. and Kumar, S.}, year={2022}, pages={41–60} }
 @inproceedings{richardson_martin_sauers_2022, title={Systematic Review of the Empirical Literature on Digital Citizenship: A Framework for Future Research}, booktitle={American Educational Research Association}, author={Richardson, J. and Martin, F. and Sauers, J.}, year={2022} }
 @article{martin_2022, title={Systemic implications for research and practice in online education: A focus on learner, course and instructor, and organizational levels}, volume={43}, ISSN={0158-7919 1475-0198}, url={http://dx.doi.org/10.1080/01587919.2022.2064826}, DOI={10.1080/01587919.2022.2064826}, abstractNote={Abstract In a recent systematic review of research exploring online teaching and learning, identified research themes across, learner, course or instructor, and organizational levels. This commentary will further explore the systemic implications such themes pose for future research and practice in online education. This commentary elaborates on the systemic relationship within and between the learner, course and instructor, and organizational levels and provides implications for both researchers and practitioners. Systemic challenges at each level and future directions for research are also provided.}, number={2}, journal={Distance Education}, publisher={Informa UK Limited}, author={Martin, Florence}, year={2022}, month={Apr}, pages={325–332} }
 @inproceedings{bacak_martin_ahlgrim-delzell_polly_wang_2022, title={Teacher Concerns and Actions on Elementary School Children Digital Safety}, booktitle={American Educational Research Association}, author={Bacak, J. and Martin, F. and Ahlgrim-Delzell, L. and Polly, D. and Wang, W.}, year={2022} }
 @article{martin_bacak_polly_wang_ahlgrim-delzell_2022, title={Teacher and School Concerns and Actions on Elementary School Children Digital Safety}, volume={67}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-022-00803-z}, DOI={10.1007/s11528-022-00803-z}, abstractNote={Elementary school children are spending more time using digital technologies. Teachers and schools are concerned about the student's digital safety. We interviewed ten elementary school teachers virtually to understand their concerns and understand the actions they take regarding elementary school children's digital safety. Using thematic analysis, we identified themes of concerns and actions of teachers and schools on elementary school children's digital safety. Some digital safety concerns discussed by the teachers included content-related concerns such as accessing inappropriate content, contact-related concerns, inappropriate contact with others online, sharing personal information, lack of understanding of danger, conduct-related concerns regarding cyberbullying and digital footprint, contract-related concerns such as digital security and privacy, and home-related concerns. Teachers and schools have taken several actions to address these concerns. Some of the digital safety actions included security measures and limits, monitoring student activities, providing education on digital safety, and support from guidance counselors. This study has implications for elementary school educators, administrators, parents, and students on the safe use of digital technologies.The online version contains supplementary material available at 10.1007/s11528-022-00803-z.}, number={3}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Martin, Florence and Bacak, Julie and Polly, Drew and Wang, Weichao and Ahlgrim-Delzell, Lynn}, year={2022}, month={Oct}, pages={561–571} }
 @article{shanley_martin_hite_perez-quinones_ahlgrim-delzell_pugalee_hart_2022, title={Teaching Programming Online: Design, Facilitation and Assessment Strategies and Recommendations for High School Teachers}, volume={66}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-022-00724-x}, DOI={10.1007/s11528-022-00724-x}, abstractNote={Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand (1) What design, facilitation, and assessment strategies do teachers use to teach programming online? and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science.}, number={3}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Shanley, Nicole and Martin, Florence and Hite, Nicole and Perez-Quinones, Manuel and Ahlgrim-Delzell, Lynn and Pugalee, David and Hart, Ellen}, year={2022}, month={Apr}, pages={483–494} }
 @inproceedings{wang_rui_sommer_shidfar_rehman_martin_ritzhaupt_2021, place={Tampa, FL}, title={A Meta-Analysis of how adaptive learning impact students learning performance}, booktitle={Florida Educational Research Association}, publisher={Presentation at Florida Educational Research Association}, author={Wang, X. and Rui, H. and Sommer, M. and Shidfar, P. and Rehman, M. and Martin, F. and Ritzhaupt, A.}, year={2021}, month={Nov} }
 @article{martin_sun_turk_ritzhaupt_2021, title={A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes}, volume={22}, ISSN={1492-3831}, url={http://dx.doi.org/10.19173/irrodl.v22i3.5263}, DOI={10.19173/irrodl.v22i3.5263}, abstractNote={Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.}, number={3}, journal={The International Review of Research in Open and Distributed Learning}, publisher={Athabasca University Press}, author={Martin, Florence and Sun, Ting and Turk, Murat and Ritzhaupt, Albert}, year={2021}, month={May}, pages={205–242} }
 @inproceedings{martin_wu_wan_xie_2021, title={A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes}, booktitle={American Educational Research and Development Association. Virtual Conference}, author={Martin, F. and Wu, T. and Wan, L. and Xie, K.}, year={2021} }
 @book{martin_wu._wan_xie_2021, title={A Meta-Analysis on the Effects of the Community of Inquiry Presences on Learning Outcomes in Online and Blended Learning Environments}, journal={American Educational Research and Development Association. Virtual Conference}, author={Martin, F. and Wu., T. and Wan, Liyong and Xie, K.}, year={2021}, month={Apr} }
 @inbook{martin_kumar_2021, title={A Synthesis of Current Research on Graduate Online Education}, booktitle={The Handbook of Online Learning}, publisher={Fielding University Press}, author={Martin, F. and Kumar, S.}, editor={Rudestam, K. and Schoenholtz-Read, J. and Snowden, M.L.Editors}, year={2021}, pages={105–134} }
 @inproceedings{wang_chen_ritzhaupt_martin_2021, title={An Exploratory Job Announcement Analysis of Instructional Design Professionals}, booktitle={American Educational Research and Development Association. Virtual Conference}, author={Wang, X. and Chen, Y. and Ritzhaupt, A. and Martin, F.}, year={2021}, month={Apr} }
 @inbook{martin_kumar_2021, place={Leiden, Netherlands}, title={Barriers in Online Education and Strategies for Overcoming Them}, url={http://dx.doi.org/10.1163/9789004471382_003}, DOI={10.1163/9789004471382_003}, abstractNote={AbstractAt the conclusion of this chapter, you will be able to:–Identify and discuss different types of barriers (institutional barriers, technology and technical barriers, pedagogical barriers, and interpersonal barriers) that exist in the adoption of online education.–Describe strategies for instructors, learners, and administrators to overcome barriers in online education.}, booktitle={A Guide to Administering Distance Learning}, publisher={Brill Sense}, author={Martin, F. and Kumar, S.}, editor={Cifuentes, L.Editor}, year={2021}, month={Aug}, pages={43–60} }
 @misc{martin_2021, title={Bichronous Online Learning: Is Blending Asynchronous & Synchronous the Best Approach?}, url={https://interactions.aect.org/bichronous-online-learning-is-blending-asynchronous-and-synchronous-the-best-approach/}, journal={AECT Interactions}, author={Martin, F.}, year={2021} }
 @article{sadaf_wu_martin_2021, title={Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019}, volume={2}, ISSN={2666-5573}, url={http://dx.doi.org/10.1016/j.caeo.2021.100050}, DOI={10.1016/j.caeo.2021.100050}, abstractNote={This systematic review synthesized research on cognitive presence– the process of collaborative knowledge construction–in online learning to identify trends from two decades (2000 to 2019) of scholarship. A total of 30 articles on cognitive presence were analyzed to gain deeper understanding of the current state of research and identify the gaps in literature. The distribution of publishing years, countries, instructional setting, disciplines, research methods, data collection and data analysis methods, research topics and cognitive presence phases were reviewed. The review shows that the majority of the studies were carried out in higher education in the United States and Canada within the field of education. More than half of the studies used quantitative research methods, of which discussion transcripts were the prominent method for data collection and content analysis was used the most to analyze data. Research focus of these studies was mainly on instructional strategies and learning outcomes in the online courses. Among instructional strategies, reflection on practice, case-based learning, inquiry-based learning, and peer facilitation were most researched strategies. For learning outcomes, levels of cognitive presence (triggering, exploration, integration, and resolution), critical thinking, and interaction were examined the most. In addition, the frequency of students' contributions to online discussion were categorized using the Practical Inquiry Model and revealed that the highest contributions fell within the exploration and integration phases with a small percentage in triggering and resolution phases of cognitive presence. These results provide insights for educators, researchers, and instructional designers into the cognitive presence research trends to improve the quality of online learning.}, journal={Computers and Education Open}, publisher={Elsevier BV}, author={Sadaf, Ayesha and Wu, Tong and Martin, Florence}, year={2021}, month={Dec}, pages={100050} }
 @inproceedings{sadaf_wu_martin_2021, title={Cognitive Presence in Online Learning: A Systematic Review of Resarch from 2000-2019}, booktitle={American Educational Research and Development Association. Virtual Conference}, publisher={American Educational Research and Development Association. Virtual Conference}, author={Sadaf, A. and Wu, T. and Martin, F.}, year={2021}, month={Apr} }
 @article{bolliger_martin_2021, title={Critical design elements in online courses}, volume={42}, url={https://doi.org/10.1080/01587919.2021.1956301}, DOI={10.1080/01587919.2021.1956301}, abstractNote={ABSTRACT Course design influences online student performance and engagement. A total of 222 instructors and instructional designers responded to Martin et al.’s Online Course Design Elements instrument to examine the frequency of use of design elements. Among the five factors in the instrument, the interaction and communication subscale had the lowest mean score in comparison to overview, content presentation, assessment and evaluation, and learner support. Both groups rated instructor contact information, chunked content, and assessment alignment with objectives highly. Items that were rated lowly included learner self-assessments and collaborative student activities. Responses by the two groups differed significantly for three items: accommodations for students with disabilities, self-assessment options, and frequent student–student interaction. Results are discussed within the context of the literature. This study has implications for online instructors and instructional designers who design online courses, faculty developers who provide training for instructors, and administrators who build support structures for faculty and staff.}, number={3}, journal={Distance Education}, publisher={Informa UK Limited}, author={Bolliger, Doris U. and Martin, Florence}, year={2021}, month={Jul}, pages={352–372} }
 @article{martin_bolliger_flowers_2021, title={Design Matters: Development and Validation of the Online Course Design Elements (OCDE) Instrument}, volume={22}, ISSN={1492-3831}, url={http://dx.doi.org/10.19173/irrodl.v22i2.5187}, DOI={10.19173/irrodl.v22i2.5187}, abstractNote={Course design is critical to online student engagement and retention. This study focused on the development and validation of an online course design elements (OCDE) instrument with 38 Likert-type scale items in five subscales: (a) overview, (b) content presentation, (c) interaction and communication, (d) assessment and evaluation, and (e) learner support. The validation process included implementation with 222 online instructors and instructional designers in higher education. Three models were evaluated which included a one-factor model, five-factor model, and higher-order model. The five-factor and higher-order models aligned with the development of the OCDE. The frequency of use of OCDE items was rated above the mean 4.0 except for two items on collaboration and self-assessment. The overall OCDE score was related to self-reported levels of expertise but not with years of experience. The findings have implications for the use of this instrument with online instructors and instructional designers in the design of online courses.}, number={2}, journal={The International Review of Research in Open and Distributed Learning}, publisher={Athabasca University Press}, author={Martin, Florence and Bolliger, Doris U. and Flowers, Claudia}, year={2021}, month={Jan}, pages={46–71} }
 @article{martin_kumar_she_2021, title={Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching}, volume={25}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v25i4.2570}, DOI={10.24059/olj.v25i4.2570}, abstractNote={Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.}, number={4}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Martin, Florence and Kumar, Swapna and She, Liane}, year={2021}, month={Dec}, pages={187–215} }
 @article{martin_gezer_anderson_polly_wang_2021, title={Examining Parents Perception on Elementary School Children Digital Safety}, volume={58}, ISSN={0952-3987 1469-5790}, url={http://dx.doi.org/10.1080/09523987.2021.1908500}, DOI={10.1080/09523987.2021.1908500}, abstractNote={ABSTRACT Children are exposed to digital devices at an early age. This study examines parents’ perception of student digital safety on technology use, time spent, parent concerns and knowledge on various digital safety topics. Through a survey-based study, we analyzed data collected from 113 parents. Parents mentioned that their kids use Internet via tablets and laptops primarily to watch videos, play games, and for schoolwork. Parents were knowledgeable about apps and gaps their children used for education and entertainment. Regarding time limits and restricting access, 40% of parents let their kids online for 1–2 hours in a day and 47% of parents set time limits. Parents are concerned all the time about their child’s digital safety with the biggest concern being their kids being exposed to sexual content and them talking to strangers. Parents perceive themselves to be knowledgeable on most of the digital safety topics discussed in this study. Parents recommend to ensure age restrictions and identity verification when using various websites and games. This study has implications for parents of elementary school children.}, number={1}, journal={Educational Media International}, publisher={Informa UK Limited}, author={Martin, Florence and Gezer, Tuba and Anderson, Jimmeka and Polly, Drew and Wang, WeiChao}, year={2021}, month={Jan}, pages={60–77} }
 @inproceedings{martin_gezer_anderson_polly_wang_2021, title={Examining Parents Perception on Elementary School Children Digital Safety}, booktitle={ssociation of Educational Communications and Technology}, author={Martin, F. and Gezer, T. and Anderson, J. and Polly, D. and Wang, W.}, year={2021}, month={Nov} }
 @article{ndoye_martin_2021, title={Examining Student Perceptions of Important Features in Online Courses: A Case Study based on Demographic and Contextual Characteristics}, volume={18}, number={2}, journal={Journal of Educators Online}, author={Ndoye, A. and Martin, F.}, year={2021}, month={May}, pages={91–106} }
 @article{wang_chen_ritzhaupt_martin_2021, title={Examining competencies for the instructional design professional: An exploratory job announcement analysis}, volume={25}, ISSN={1360-3736 1468-2419}, url={http://dx.doi.org/10.1111/ijtd.12209}, DOI={10.1111/ijtd.12209}, abstractNote={The purpose of this study is to examine core professional competencies for instructional designers through a job announcement analysis involving both qualitative and quantitative produces used on a qualitative data source. Using a conceptual framework as a guide, we extracted and examined a total of N = 1030 unique job announcements obtained from September to October 2019 from three popular job search databases: Glassdoor.com, Indeed.com and Monster. com. Using a systematic content analysis coding procedure, we coded the absence or presence of N = 185 competencies organized into knowledge, skill and ability statements (80 knowledge statements, 43 skill statements and 62 ability statements). These data were analysed using exploratory factor analysis models for dichotomously scored data, re-sulting in meaningful factors that are representative of these data. Our results highlight critical competencies for professional instructional designers in each domain, including soft skills , the ability to work with diverse stakeholders and more technical competencies like knowledge of video and audio authoring . The study provides a current snapshot of the knowledge, skills and abilities of instructional designers across settings. We provide a comprehensive discussion of our limitations, findings related to similar works, implications and suggestions for future research.}, number={2}, journal={International Journal of Training and Development}, publisher={Wiley}, author={Wang, Xiaoman and Chen, Yan and Ritzhaupt, Albert D. and Martin, Florence}, year={2021}, month={Feb}, pages={95–123} }
 @article{guilbaud_martin_newton_2021, title={Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development}, volume={25}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v25i2.2233}, DOI={10.24059/olj.v25i2.2233}, abstractNote={This study examined the level of readiness of faculty in designing and delivering accessible online courses to meet the needs of all learners, including students with disabilities. A total of 182 tenured/non-tenured full time, part-time, adjunct and clinical faculty from three public universities of different sizes were surveyed to gauge their awareness, understanding, and practices related to disability laws, quality standards, utilization of tools, and professional development support. Results from the study indicated an uneven level of readiness by faculty regarding online learning accessibility. Results from the study showed that professional development training in online learning had a very significant influence on accessibility knowledge and practice. Also, high perceptions of knowledge for institutional policy and terminology and low perception of accessibility laws and standards were found. It is also found that training on disability-related laws and regulations provided by higher education institutions was insufficient and at times, does not align with the faculty’s schedule. Given the results of the study, it is recommended that higher education institutions reorient their approach to supporting faculty who teach online and develop a comprehensive strategy to reach the goal of helping all students, including students with disabilities, to fully engage online learning. The findings from this study have implications for course development and implementation to support students with disabilities. }, number={2}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Guilbaud, Thelma C and Martin, Florence and Newton, Xiaoxia}, year={2021}, month={Jun} }
 @inproceedings{miller_howell_oyarzun_martin_haag_knight_2021, title={Faculty Perspectives on Inclusion, Diversity, Equity, and Access in Online Teachin}, booktitle={Association for the Study of Higher Education}, author={Miller, R. and Howell, C. and Oyarzun, B. and Martin, F. and Haag, E. and Knight, S.}, year={2021}, month={Nov} }
 @inproceedings{martin_shanley_ahlgrim-delzell_hite_perez-quinones_pugalee_2021, title={High School Teachers Teaching Programming Online: Instructional Strategies Used and Challenges Faced}, booktitle={RPP for CS Conference Proceedings}, author={Martin, F. and Shanley, N. and Ahlgrim-Delzell, L. and Hite, N. and Perez-Quinones, M. and Pugalee, D.}, year={2021}, month={Dec} }
 @article{budhrani_martin_malabanan_espiritu_2021, title={How did parents balance it all? Work-from-home parents’ engagement in academic and support roles during remote learning}, volume={7}, number={2}, journal={Journal of Online Learning Research}, author={Budhrani, K. and Martin, F. and Malabanan, O. and Espiritu, J.L.}, year={2021}, month={Sep}, pages={153–184} }
 @inproceedings{martin_chen_oyarzun_2021, title={Learning and Development Roles and Competency Domains in Higher Education: An Analysis of Job Announcements}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Chen, Y. and Oyarzun, B.}, year={2021}, month={Nov} }
 @article{martin_chen_oyarzun_lee_2021, title={Learning and development roles and competency domains in higher education: a content analysis of job announcements}, volume={34}, ISSN={1042-1726 1867-1233}, url={http://dx.doi.org/10.1007/s12528-021-09290-2}, DOI={10.1007/s12528-021-09290-2}, abstractNote={Learning and Development (L&D) roles are important to organizations for improving employee's knowledge and skills. This study examined various roles and competency domains required of learning and development professionals in higher education. Ten different roles of L&D professionals were examined for 20 competency domains through a qualitative coding process. We extracted and analyzed 294 unique postings from the job board, higheredjobs.com. Results indicated that designers and directors are the most advertised L&D postings. The top five competency domains required of L&D professionals were collaboration, communication, content development, project management, and assessment and evaluation. Communication and collaboration skills were required for most of the roles. Leadership and people management were ranked highest for executives and directors. In addition, competency domains aggregated by roles are provided. Implications are provided for employees, L&D graduate programs and professionals, and researchers.}, number={2}, journal={Journal of Computing in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Martin, Florence and Chen, Yan and Oyarzun, Beth and Lee, Mark}, year={2021}, month={Jul}, pages={297–320} }
 @inproceedings{budhrani_martin_malabanan_2021, title={Lesson Design Patterns Emergent from Modelling Lesson Blueprints}, booktitle={Association of Educational Communications and Technology}, author={Budhrani, K. and Martin, F. and Malabanan, O.}, year={2021}, month={Nov} }
 @inproceedings{bolliger_martin_2021, title={Perceptions of Instructors and Instructional Designers of Online Course Design Elements}, booktitle={Association of Educational Communications and Technology}, author={Bolliger, D. and Martin, F.}, year={2021}, month={Nov} }
 @inbook{martin_ritzhaupt_2021, title={Standards and Competencies for Instructional Design and Technology Professionals}, url={https://edtechbooks.org/id/standards_and_competencies}, booktitle={Design for Learning: Principles, Processes, and Praxis. EdTech Books}, publisher={EdTech Books}, author={Martin, F. and Ritzhaupt, A.D.}, editor={McDonald, J.K. and West, R.E.Editors}, year={2021} }
 @inproceedings{park_martin_oyarzun_2021, title={Steps for Successful QM Program Certification}, booktitle={UNC System Quality Matters Council Annual Summit}, author={Park, E. and Martin, F. and Oyarzun, B.}, year={2021} }
 @inproceedings{sadaf_wu_martin_2021, title={Strategies to Promote Cognitive Presence in Online Courses: A Systematic Review}, booktitle={Association of Educational Communications and Technology}, author={Sadaf, A. and Wu, T. and Martin, F.}, year={2021}, month={Nov} }
 @inproceedings{oyarzun_hancock_salas_martin_2021, title={Synchronous Meetings, Community of Inquiry, COVID-19, and Online Graduate Teacher Education}, booktitle={Association of Educational Communications and Technology}, author={Oyarzun, B. and Hancock, C. and Salas, S. and Martin, F.}, year={2021}, month={Nov} }
 @article{oyarzun_hancock_salas_martin_2021, title={Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education}, volume={37}, ISSN={2153-2974 2332-7383}, url={http://dx.doi.org/10.1080/21532974.2021.1890653}, DOI={10.1080/21532974.2021.1890653}, abstractNote={Abstract With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods self-study explored advanced licensure candidates' perceptions of developing a Community of Inquiry (COI) across three sections of a Spring 2020 online course taught by the same instructor. This course was fashioned as a literature circle about immigrant communities and K-12 schools. In one section, five one-hour synchronous meetings punctuated the shared readings of five book-length ethnographies. The other two sections remained completely asynchronous. Sixty-nine students across the three courses were electronically surveyed at the close of the semester. Fifteen students were subsequently interviewed as an additional layer of data collection. Survey analysis indicated that monthly synchronous meetings did not significantly impact students' perceptions of COI development. Follow-up interviews provided further insights into methods that students perceived as essential for advancing teaching, cognitive, and social presences. We conclude with broad and specific recommendations for better practices and future research for COI in graduate teacher education online coursework in and beyond COVID-19.}, number={2}, journal={Journal of Digital Learning in Teacher Education}, publisher={Informa UK Limited}, author={Oyarzun, Beth and Hancock, Charlotte and Salas, Spencer and Martin, Florence}, year={2021}, month={Mar}, pages={111–127} }
 @inproceedings{bonk_dennen_martin_2021, title={Systematic Literature Reviews and Meta Analysis How-tos}, booktitle={Association of Educational Communications and Technology}, author={Bonk, C. and Dennen, V. and Martin, F.}, year={2021}, month={Nov} }
 @inproceedings{martin_sun_westine_2021, title={Systematic Review of Online Learning Research from 2009 to 2018}, booktitle={Canadian Network for Innovation in Education Conference}, author={Martin, F. and Sun, T. and Westine, C.}, year={2021} }
 @inproceedings{martin_ifenthaler_zhu_choi_bong_2021, title={Systematic Reviews on Distance Learning}, author={Martin, F. and Ifenthaler, D. and Zhu, M. and Choi, H. and Bong, J.}, year={2021}, month={Nov} }
 @article{richardson_martin_sauers_2021, title={Systematic review of 15 years of research on digital citizenship: 2004–2019}, volume={46}, ISSN={1743-9884 1743-9892}, url={http://dx.doi.org/10.1080/17439884.2021.1941098}, DOI={10.1080/17439884.2021.1941098}, abstractNote={ABSTRACT Though some reviews of subtopics of digital citizenship have been conducted, there is still a need for more research to systematically examine the corpus of literature on digital citizenship. To address this need, the purpose of this study is to analyze and describe the body of research on digital citizenship that has been conducted to date. The literature reviewed herein thus spans 2004 (the earliest study we could locate) to 2019. Through analyzing 78 articles on the topic, this article presents findings on trends, contexts, outcomes, and frameworks.}, number={4}, journal={Learning, Media and Technology}, publisher={Informa UK Limited}, author={Richardson, Jayson W. and Martin, Florence and Sauers, Nick}, year={2021}, month={Jun}, pages={498–514} }
 @inproceedings{shea_means_motz_martin_2021, title={The Great Online Migration: Lessons Learned from Online Learning Journal Researchers}, booktitle={Online Learning Consortium Accelerate}, author={Shea, P. and Means, B. and Motz, B. and Martin, F.}, year={2021} }
 @inbook{ritzhaupt_kumar_martin_2021, title={The competencies for Instructional Designers in Higher Education}, booktitle={A Practitioner’s Guide to Instructional Design in Higher Education}, publisher={Edtech Books}, author={Ritzhaupt, A. and Kumar, S. and Martin, F.}, editor={Stefaniak, J. and S.Conklin, S. and Oyarzun, B. and Reese, R.Editors}, year={2021} }
 @inproceedings{wang_rui_sommer_shidfar_rehman_martin_ritzhaupt_2021, title={The impact of adaptive learning on student educational outcomes: A meta-analysis}, booktitle={Association of Educational Communications and Technology}, author={Wang, X. and Rui, H. and Sommer, M. and Shidfar, P. and Rehman, M. and Martin, F. and Ritzhaupt, A.}, year={2021}, month={Nov} }
 @inproceedings{budhrani_martin_2020, title={"It’s (Not) My Style”: How Contextual Knowledge Influences Course Design Practices of STEM Faculty}, booktitle={Association of Educational Communications and Technology}, author={Budhrani, K. and Martin, F.}, year={2020}, month={Nov} }
 @inproceedings{martin_betrus_2020, title={'Digital Media for Learning: Theories, Processes, and Solutions' Book Presentation}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Betrus, A.}, year={2020}, month={Nov} }
 @inbook{martin_2020, place={Charlotte, NC}, title={21st century classroom: Finding the right balance}, booktitle={Educational Practices in China, Korea, and the United States: Reflections from a Study Abroad Experience}, publisher={Information Age Publishing}, author={Martin, F.}, editor={Wang, C. and Kolano, L. and Kim, D.Editors}, year={2020}, pages={175–188} }
 @inproceedings{sadaf_martin_pouraskari_wu_2020, title={A Systematic Review of Research on Cognitive Presence in Online Learning Published in Journals from 2000 to 2019}, booktitle={Association of Educational Communications and Technology}, author={Sadaf, A. and Martin, F. and Pouraskari, N. and Wu, T.}, year={2020}, month={Nov} }
 @article{martin_dennen_bonk_2020, title={A synthesis of systematic review research on emerging learning environments and technologies}, volume={68}, url={https://doi.org/10.1007/s11423-020-09812-2}, DOI={10.1007/s11423-020-09812-2}, abstractNote={In this introduction to the special issue on systematic reviews on emerging learning environments and technologies, we introduce best practices for conducting systematic reviews and meta-analysis and discuss the need for a systematic review on emerging learning environments and technologies. We synthesize research on seven primary areas of emerging learning environments and technologies that include: (1) social media, (2) massive open online courses, (3) special education technology, (4) mobile learning, (5) game-based learning and gamification, (6) adaptive learning, and (7) learning analytics and introduce the thirteen articles that were included in this special issue. This article also provides implications for the readers on using and conducting systematic reviews.}, number={4}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Martin, Florence and Dennen, Vanessa P. and Bonk, Curtis J.}, year={2020}, month={Aug}, pages={1613–1633} }
 @article{martin_sun_westine_2020, title={A systematic review of research on online teaching and learning from 2009 to 2018}, volume={159}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/j.compedu.2020.104009}, DOI={10.1016/j.compedu.2020.104009}, abstractNote={Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.}, journal={Computers & Education}, publisher={Elsevier BV}, author={Martin, Florence and Sun, Ting and Westine, Carl D.}, year={2020}, month={Dec}, pages={104009} }
 @inbook{martin_markant_2020, place={London}, title={Adaptive Learning Modules}, url={http://dx.doi.org/10.4135/9781529714395.n31}, DOI={10.4135/9781529714395.n31}, booktitle={The SAGE Encyclopedia of Higher Education}, publisher={SAGE Publications, Inc.}, author={Martin, F. and Markant, D.}, editor={David, M.E. and Amey, J.Editors}, year={2020}, pages={2–4} }
 @article{martin_polly_ritzhaupt_2020, title={Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning}, journal={Educause Review}, author={Martin, F. and Polly, D. and Ritzhaupt, A.D.}, year={2020}, month={Sep}, pages={1–11} }
 @article{barclay_westine_claris_martin_2020, title={Development and Implementation of Adaptive Learning to Engage Learners in Engineering Technology}, volume={4}, ISSN={2509-8039}, url={http://dx.doi.org/10.1007/s41686-020-00050-6}, DOI={10.1007/s41686-020-00050-6}, number={2}, journal={Journal of Formative Design in Learning}, publisher={Springer Science and Business Media LLC}, author={Barclay, Nicole and Westine, Carl D. and Claris, Angela and Martin, Florence}, year={2020}, month={Nov}, pages={107–118} }
 @article{vang_martin_wang_2020, title={Examining Community College Faculty Perceptions of Their Preparedness To Teach Online}, volume={27}, number={1}, journal={Journal of Applied Research in the Community College}, author={Vang, K. and Martin, F. and Wang, C.}, year={2020}, pages={45–63} }
 @inproceedings{wang_chen_ritzhaupt_martin_2020, title={Examining Competencies for the Instructional Design Professional: A Job Announcement Analysis}, booktitle={Association of Educational Communications and Technology}, author={Wang, X. and Chen, Y. and Ritzhaupt, A. and Martin, F.}, year={2020}, month={Nov} }
 @inproceedings{martin_gezer_wang_petty_wang_2020, title={Examining Digital Citizenship Experiences of K-12 Educators}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Gezer, T. and Wang, W. and Petty, T. and Wang, C.}, year={2020}, month={Nov} }
 @article{martin_polly_coles_wang_2020, title={Examining Higher Education Faculty Use of Current Digital Technologies: Importance, Competence and Motivation}, volume={32}, number={1}, journal={International Journal of Teaching and Learning in Higher Education}, author={Martin, F. and Polly, D. and Coles, S. and Wang, C.}, year={2020}, pages={73–86} }
 @article{martin_stamper_flowers_2020, title={Examining Student Perception of Readiness for Online Learning: Importance and Confidence}, volume={24}, url={https://doi.org/10.24059/olj.v24i2.2053}, DOI={10.24059/olj.v24i2.2053}, abstractNote={The last two decades have seen a steady increase in the number of online courses in higher education. This survey-based study examines student readiness for online learning in 2018, through the dimensions of importance and confidence as measures of readiness.  An instrument with four subscales of competencies (online student attributes, time management, communication, and technical) that measures student readiness for online learning (SROL) was developed. Reliability of student responses to an online readiness instrument and factors related to student perception are examined. Descriptive statistics and item level means for the competencies are provided. Two repeated measures ANOVAs with one-within subject factor (four subscales for importance and competency) were conducted. Online student attributes, time management, and technical competencies were rated high for importance compared to communication competencies. Students were confident in online student attributes and technical competencies compared to time management and communication. Data was also analyzed based on demographic differences. MANOVA showed significant differences based on the race (white and non-white) of the students and course format (asynchronous, synchronous, and blended) on their perceptions of online learning competencies.}, number={2}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Martin, Florence and Stamper, Brandy and Flowers, Claudia}, year={2020}, month={Jun} }
 @inproceedings{martin_stamper_flowers_2020, title={Examining Student Perception of their Readiness for Online Learning in 2018}, booktitle={American Educational Research and Development Association}, author={Martin, F. and Stamper, B. and Flowers, C.}, year={2020}, month={Apr} }
 @article{polly_martin_guilbaud_2020, title={Examining barriers and desired supports to increase faculty members’ use of digital technologies: perspectives of faculty, staff and administrators}, volume={33}, ISSN={1042-1726 1867-1233}, url={http://dx.doi.org/10.1007/s12528-020-09259-7}, DOI={10.1007/s12528-020-09259-7}, number={1}, journal={Journal of Computing in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Polly, Drew and Martin, Florence and Guilbaud, T. Christa}, year={2020}, month={Jun}, pages={135–156} }
 @article{guilbaud_martin_polly_2020, title={Examining the Digital Professor’s Use of Technology and the Required Support}, volume={32}, number={3}, journal={International Journal of Teaching and Learning in Higher Education}, author={Guilbaud, T. and Martin, F. and Polly, D.}, year={2020}, pages={376–387} }
 @article{martin_wang_sadaf_2020, title={Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses}, volume={24}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v24i1.1980}, DOI={10.24059/olj.v24i1.1980}, abstractNote={Online course facilitation is critical to the success of online courses. Instructors use various facilitation strategies in online courses to engage students. One hundred instructors were surveyed on their perception of helpfulness of twelve different facilitation strategies used in online courses to enhance instructor presence, instructor connection, engagement and learning. Instructors’ timely response to questions and instructors’ timely feedback on assignments/projects were rated the highest in three of four constructs (instructor presence, engagement and learning). For instructor connection, ability to contact the instructor in multiple ways was rated the highest. Interactive visual syllabi of the course was rated the lowest in all four constructs. In the open-ended comments, group projects and synchronous sessions were rated helpful. Descriptive statistics for each of the construct by gender, delivery method, course level taught are presented. Significant differences were found between gender but analysis of variance failed to detect differences between primary delivery method or course level taught.}, number={1}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Martin, Florence and Wang, Chuang and Sadaf, Ayesha}, year={2020}, month={Mar} }
 @article{bolliger_martin_2020, title={Factors underlying the perceived importance of online student engagement strategies}, volume={13}, ISSN={2050-7003}, url={http://dx.doi.org/10.1108/jarhe-02-2020-0045}, DOI={10.1108/jarhe-02-2020-0045}, abstractNote={PurposeThe purpose of this research study is to validate an instrument that measures the importance instructors and students place on online student engagement strategies.Design/methodology/approachThe online student engagement strategies survey was completed by 160 faculty and 146 students. The data were analysed using descriptive statistics and an exploratory factor analysis. The factor structure was examined using a principal component analysis with an oblique rotation.FindingsResults show that the Online Engagement Strategies Questionnaire has a valid and reliable structure. Based on the exploratory factor analysis, four engagement constructs emerged including peer engagement, multimodal engagement, instructor engagement, and self-directed engagement. Results and discussion assist in identifying key engagement strategies within this online student engagement framework.Originality/valueThe validated instrument fills a gap in the literature, and it has value to practitioners, researchers, administrators and policy makers because it has practical applications.}, number={2}, journal={Journal of Applied Research in Higher Education}, publisher={Emerald}, author={Bolliger, Doris U. and Martin, Florence}, year={2020}, month={Jun}, pages={404–419} }
 @inproceedings{martin_kumar_honeycutt_2020, title={Identifying Roles and Tasks for Online Instructors}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Kumar, S. and Honeycutt, L.}, year={2020}, month={Nov} }
 @inproceedings{wang_kim_chen_ritzhaupt_martin_2020, title={Issues and topics derived from instructional design job announcements: A structural topic modeling analysis}, booktitle={Association of Educational Communications and Technology}, author={Wang, X. and Kim, D. and Chen, Y. and Ritzhaupt, A. and Martin, F.}, year={2020}, month={Nov} }
 @article{martin_hunt_wang_brooks_2020, title={Middle School Student Perception of Technology Use and Digital Citizenship Practices}, volume={37}, ISSN={0738-0569 1528-7033}, url={http://dx.doi.org/10.1080/07380569.2020.1795500}, DOI={10.1080/07380569.2020.1795500}, abstractNote={Abstract Digital citizenship is defined as using knowledge and skills to exhibit appropriate behavior online using digital technology. Two hundred and thirty-seven middle school students were surveyed about digital device use and perception of digital citizenship practices on cyberbullying, digital netiquette, digital footprint, digital privacy, and digital identity. Findings indicated that student use of mobile devices has increased, which has established the need for parental monitoring of the online behavior of their children. Only 55.3% of the surveyed students indicated parental monitoring of their internet/social media use, and only 37.1% of the students identified digital citizenship as being taught in their schools. Seventy-three percent of the students indicated having never been cyberbullied, and only 55.7% indicated knowing how to collect proof if they suspect cyberbullying has occurred. Fifty-seven percent of the students cited following digital netiquette when communicating or posting online, 59.7% of the students have shared their password with a friend, and 48.5% have added a friend and followed someone they did not know. Middle school students lack an understanding of digital citizenship practices, which has implications for teachers, administrators, and parents on teaching digital citizenship at school and home.}, number={3}, journal={Computers in the Schools}, publisher={Informa UK Limited}, author={Martin, Florence and Hunt, Brittany and Wang, Chuang and Brooks, Elliot}, year={2020}, month={Jul}, pages={196–215} }
 @inproceedings{budhrani_malabanan_espiritu_martin_2020, title={Parental Engagement Among Work-From-Home Parents During Emergency Remote Learning: A Philippine Case}, booktitle={Association of Educational Communications and Technology}, author={Budhrani, K. and Malabanan, O. and Espiritu, J.L. and Martin, F.}, year={2020}, month={Nov} }
 @article{coles_martin_polly_wang_2020, title={Supporting the digital professor: information, training and support}, volume={13}, ISSN={2050-7003}, url={http://dx.doi.org/10.1108/jarhe-09-2019-0236}, DOI={10.1108/JARHE-09-2019-0236}, abstractNote={PurposeThe purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research explores faculty interest in types of digital technology information and training, and the types of support faculty are likely to participate in related to digital technology integration. The association of demographic factors of primary teaching method, and experience teaching online or hybrid is provided.Design/methodology/approachA sample of 247 faculty from 53 institutions in the USA completed an online survey related to information, training and support for digital technology integration. The analysis included exploring the descriptive ratings overall and by demographic variable and conducting the one-way multivariate analysis of variance (MANOVA) with reported effect sizes and Scheffe post-hoc tests.FindingsFrom a list of digital technologies that included the LMS, Collaboration Tools (social media and online meeting tools), Audio-Visual Tools (video creation and podcasts), and Technology Trends (mobile learning, games and adaptive learning), faculty ranked LMS highest in interest for training and information. Faculty who have taught hybrid are most interested in collaboration tools and trend tools. For support type, faculty ranked web resources slightly higher than other types of support.Practical implicationsIHE units involved in faculty development can use the findings to plan faculty support initiatives for future institutional needs.Originality/valueThis paper gathers insight from faculty on their preferences for information, training, and support for integrating digital technologies.}, number={2}, journal={Journal of Applied Research in Higher Education}, publisher={Emerald}, author={Coles, Shanna and Martin, Florence and Polly, Drew and Wang, Chuang}, year={2020}, month={Apr}, pages={633–648} }
 @inproceedings{martin_chen_moore_westine_2020, title={Systematic Review of Adaptive Learning Research from 2009 to 2018}, booktitle={American Educational Research and Development Association}, author={Martin, F. and Chen, Y. and Moore, R. and Westine, C.}, year={2020}, month={Apr} }
 @inproceedings{bonk._martin._chan_2020, title={Systematic Reviews of Research on Learning Environments and Technology: Adaptive Learning}, booktitle={Association of Educational Communications and Technology}, author={Bonk., C. and Martin., F. and Chan, Y.}, year={2020}, month={Nov} }
 @article{martin_chen_moore_westine_2020, title={Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018}, volume={68}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/s11423-020-09793-2}, DOI={10.1007/s11423-020-09793-2}, abstractNote={This systematic review of research on adaptive learning used a strategic search process to synthesize research on adaptive learning based on publication trends, instructional context, research methodology components, research focus, adaptive strategies, and technologies. A total of 61 articles on adaptive learning were analyzed to describe the current state of research and identify gaps in the literature. Descriptive characteristics were recorded, including publication patterns, instructional context, and research methodology components. The count of adaptive learning articles published fluctuated across the decade and peaked in 2015. During this time, the largest concentration of adaptive learning articles appeared in Computers and Education. The majority of the studies occurred in higher education in Taiwan and the United States, with the highest concentration in the computer science discipline. The research focus, adaptive strategies, and adaptive technologies used in these studies were also reviewed. The research was aligned with various instructional design phases, with more studies examining design and development, and implementation and evaluation. For examining adaptive strategies, the authors examined both adaptive sources based on learner model and adaptive targets based on content and instructional model. Learning style was the most observed learner characteristic, while adaptive feedback and adaptive navigation were the most investigated adaptive targets. This study has implications for adaptive learning designers and future researchers regarding the gaps in adaptive learning research. Future studies might focus on the increasing availability and capacities of adaptive learning as a learning technology to assist individual learning and personalized growth.}, number={4}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Martin, Florence and Chen, Yan and Moore, Robert L. and Westine, Carl D.}, year={2020}, month={Jun}, pages={1903–1929} }
 @inbook{mattookkaran_mestre_shortt_martin_2020, title={The HPT Model Applied to a University Technology and Learning Center's Resource Allocation}, ISSN={2327-3372 2327-3380}, url={http://dx.doi.org/10.4018/978-1-7998-0054-5.ch003}, DOI={10.4018/978-1-7998-0054-5.ch003}, abstractNote={The International Society for Performance Improvement (ISPI) Human Performance Technology model was used as a guideline for this case study and applied to assess and evaluate the resource allocation at the Technology and Learning Center (TLC). This model has proven to be a useful guideline as a process to be followed during the project. A team of instructional systems technology graduate students served in a consulting role on this project to help the TLC allocate resources and redesign processes on how support tickets were handled. The project team conducted performance analysis through extensive stakeholder interviews and extant data review to perform organizational, environmental, gap and cause analysis. Through these analyses, performance issues were isolated, the causes behind them were identified and concluded with the recommendation of interventions to the client. The HPT Model Applied to a University Technology and Learning Center’s Resource Allocation}, booktitle={Advances in Human Resources Management and Organizational Development}, publisher={IGI Global}, author={Mattookkaran, Sreeja Sreenivasan and Mestre, Terri and Shortt, Barbara and Martin, Florence}, year={2020}, pages={42–57} }
 @article{oyarzun_martin_moore_2020, title={Time management matters: Online faculty perceptions of helpfulness of time management strategies}, volume={41}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85079811835&partnerID=MN8TOARS}, DOI={10.1080/01587919.2020.1724773}, abstractNote={ABSTRACT This study examined 256 faculty survey responses to determine perceptions of helpfulness of 24 time management strategies grouped into four categories defined by Berge (1995) as managerial, pedagogical, technical, and social. Findings indicate that establishing clear and specific expectations (M = 4.32) was perceived as the most helpful, followed by organizing content into modules or units (M = 4.28), which were both pedagogical time management strategies. Participants additionally responded to two open-ended items regarding the most and least helpful time management strategies. The open-ended responses were consistent with the survey findings. The relationship between faculty demographic factors and strategies showed that receiving training to teach online affected the faculty perceptions of technical time management strategies.}, number={1}, journal={Distance Education}, publisher={Informa UK Limited}, author={Oyarzun, Beth and Martin, Florence and Moore, Robert L.}, year={2020}, pages={106–127} }
 @article{küsel_martin_markic_2020, title={University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA}, volume={10}, ISSN={2227-7102}, url={http://dx.doi.org/10.3390/educsci10110313}, DOI={10.3390/educsci10110313}, abstractNote={The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the present study focused on the issue of university students’ readiness for online learning. The quantitative research goal was to evaluate German university students’ readiness for using digital media and online learning in their tertiary education and compare them with students from the United States. Overall, 72 students from the researchers’ university in Germany and 176 students from multiple universities in the United States completed the Student Readiness of Online Learning (SROL) questionnaire. Results show substantial differences between the two groups of students, with U.S. students being more ready for online learning. The results and limitations were discussed, and practical implications and further ideas were provided.}, number={11}, journal={Education Sciences}, publisher={MDPI AG}, author={Küsel, Julian and Martin, Florence and Markic, Silvija}, year={2020}, month={Oct}, pages={313} }
 @misc{barclay_westine_claris_martin_2020, title={Use of Adaptive Learning in an Engineering Technology Course: A Case Study}, url={http://dx.doi.org/10.18260/1-2--35441}, DOI={10.18260/1-2--35441}, abstractNote={engineering to evaluate diverse pedagogy strategies within the classroom to create effective learning experiences for engineering sustainability. Abstract This study explores the use of an adaptive learning module implemented in a sophomore-level course for engineering technology and construction management students. Adaptive learning provides personalized learning pathways for students through the use of computers. Just-in-time feedback is one of its innovative features that helps to accomplish a unique student learning environment. While adaptive learning is explored in other disciplines, there is limited literature in the engineering education context. The research goal of this study is to examine student learning and behavioral engagement when an adaptive learning module is introduced. The topic for this module, “Pumps,” was selected due to a need to improve traditional instruction for this topic, indicated by student performance on the associated assignment. The adaptive learning module was designed to further engage students in personalized instruction and was used as a supplement to the instructor’s in-class lectures on the topic. The researchers gathered and analyzed 42 students’ data on learning, performance, and user pathways on the adaptive learning platform, Smart Sparrow. Preliminary results show 81 percent demonstrated mastery across all modules. In total, 65 percent interacted with at least one adaptive learning module due to assessment, and 24 percent had more than one interaction. Time spent with the adaptive content was much shorter than the original content interaction, suggesting many students were able to resolve uncertainty within the lesson efficiently. By implementing adaptive learning technology, students experience a tailored learning experience, specific to their learning path towards their mastery of the given topic. Expanded research in the engineering education context can lead to more closely aligning instructors’ teaching styles and students’ learning styles.}, journal={2020 ASEE Virtual Annual Conference Content Access Proceedings}, publisher={ASEE Conferences}, author={Barclay, Nicole and Westine, Carl and Claris, Angie and Martin, Florence}, year={2020}, month={Sep} }
 @inproceedings{martin_kumar_budhrani_ritzhaupt_2019, title={Award-Winning Faculty Online Teaching Practices: Course Design, Assessment and Facilitation}, booktitle={American Educational Research Association}, author={Martin, F. and Kumar, S. and Budhrani, K. and Ritzhaupt, A.}, year={2019}, month={Apr} }
 @inproceedings{kumar_martin_ritzhaupt_budhrani_2019, title={Award-Winning Online Courses: Instructor Perspectives}, booktitle={Association of Educational Communications and Technology}, author={Kumar, S. and Martin, F. and Ritzhaupt, A. and Budhrani, K.}, year={2019}, month={Oct} }
 @article{martin_ritzhaupt_kumar_budhrani_2019, title={Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation}, volume={42}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85064317196&partnerID=MN8TOARS}, DOI={10.1016/j.iheduc.2019.04.001}, abstractNote={The purpose of this study was to identify the course design, assessment and evaluation, and facilitation practices from the perspectives of award-winning online faculty. Aligned with this purpose, we developed a conceptual framework focused on online course design, assessment and evaluation, and facilitation; and review relevant literature in light of this framework. We interviewed eight award-winning online faculty members from across the United States. These faculty received online teaching awards from one of the following professional associations: Online Learning Consortium (OLC), Association for Educational Communications and Technology (AECT), or United States Distance Learning Association. Based on the interviews, it was found that online instructors use a systematic design process, backwards design, considered learner needs, and designed learner interaction during the design process. Faculty recommended using a variety of assessments, using traditional and authentic assessments and used rubrics to assess students, course templates and quality assurance process and surveys, learning analytics, and peer reviews for assessment and evaluation. Timely response and feedback, availability and presence, and periodic communication were some facilitation strategies the award-winning instructors used. We discuss these findings and provide suggestions for future research and practice. These findings can add to what is known about effective online teaching best practices, standards, and competencies.}, journal={Internet and Higher Education}, author={Martin, F. and Ritzhaupt, A. and Kumar, S. and Budhrani, K.}, year={2019}, pages={34–43} }
 @article{kumar_martin_budhrani_ritzhaupt_2019, title={Award-winning faculty online teaching practices: Elements of award-winning courses}, volume={23}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85076348361&partnerID=MN8TOARS}, DOI={10.24059/olj.v23i4.2077}, abstractNote={The purpose of this study was to explore award-winning instructors’ insights on elements of their course design that were “award-winning” and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were, a) authentic and relevant course materials that connect to practice, b) the use of multimedia resources c) student creation of digital content individually and collaboratively d) students’ reflection on learning and e) the instructor’s explanation of the purpose of activities, technologies and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaged in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.}, number={4}, journal={Online Learning Journal}, author={Kumar, S. and Martin, F. and Budhrani, K. and Ritzhaupt, A.}, year={2019}, pages={160–180} }
 @article{martin_budhrani_kumar_ritzhaupt_2019, title={Award-winning faculty online teaching practices: Roles and competencies}, volume={23}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85064197774&partnerID=MN8TOARS}, DOI={10.24059/olj.v23i1.1329}, abstractNote={Given the explosive growth of online learning in institutions of higher education, we are in dire need of guidelines for instructing new and continuing online instructors on how best to teach in online spaces.  The purpose of this study was to identify the roles of the online instructor and categorize critical competencies for online teaching based on a review of research, and the perspectives of award-winning online faculty. We interviewed eight award-winning online faculty members from across the United States. Based on interviews, it was found that online instructors were assuming five different roles: Facilitator, Course Designer, Course Delivery, Subject Matter Expert, and Mentor.  Participants’ common tasks when designing and teaching an online course fell in two areas, either Course Design or Teaching. This research has clear implications not only for the literature research base, but for our institutions as well as we continue to offer increasing numbers of effective online courses and programs to our students.}, number={1}, journal={Online Learning Journal}, author={Martin, F. and Budhrani, K. and Kumar, S. and Ritzhaupt, A.}, year={2019}, pages={184–205} }
 @inproceedings{polly_martin_guilbaud_2019, title={Barriers and Desired Supports Related to Faculty Integrating Technology in their Courses}, booktitle={International Society for Exploring Teaching and Learning}, author={Polly, D. and Martin, F. and Guilbaud, T.}, year={2019} }
 @inproceedings{martin_gezer_wang_wang_petty_2019, title={Digital Citizenship Training in Middle Schools in the United States}, booktitle={EdMedia}, author={Martin, F. and Gezer, T. and Wang, C. and Wang, W. and Petty, T.}, year={2019}, month={Jun} }
 @book{martin_betrus_2019, title={Digital Media for Learning}, ISBN={9783030331191 9783030331207}, url={http://dx.doi.org/10.1007/978-3-030-33120-7}, DOI={10.1007/978-3-030-33120-7}, publisher={Springer International Publishing}, author={Martin, Florence and Betrus, Anthony Karl}, year={2019} }
 @article{martin_gezer_wang_2019, title={Educators’ Perceptions of Student Digital Citizenship Practices}, volume={36}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85075162967&partnerID=MN8TOARS}, DOI={10.1080/07380569.2019.1674621}, abstractNote={Abstract Digital citizenship, defined as exhibiting appropriate and responsible behavior with digital technology use, is an essential component of technology education. The purpose of this study was to examine K-12 educators’ perceptions of their students' digital citizenship knowledge and practices as they relate to cyberbullying, digital footprint, digital privacy, digital netiquette, and digital identity. One hundred and seven educators responded to a survey on digital citizenship practices. Based on the educators' perceptions, student understanding and practice of digital citizenship were rated as not well for most of the items on the survey. While educators' perceptions of their students' digital citizenship practices did not vary among school levels or based on their roles as teachers or technology coaches, educators who taught digital citizenship had higher perceptions of their students' digital citizenship practices.}, number={4}, journal={Computers in the Schools}, author={Martin, F. and Gezer, T. and Wang, C.}, year={2019}, pages={238–254} }
 @inproceedings{vang_martin_wang_2019, title={Examining Community College Faculty Preparedness to Teach Online}, booktitle={North Carolina Association for Research in Education}, author={Vang, K. and Martin, F. and Wang, C.}, year={2019}, month={Mar} }
 @article{martin_wang_jokiaho_may_grübmeyer_2019, title={Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators}, volume={22}, ISSN={1027-5207}, url={http://dx.doi.org/10.2478/eurodl-2019-0004}, DOI={10.2478/eurodl-2019-0004}, abstractNote={Abstract With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this study, we examine US and German faculty perceptions on their preparedness to teach online based on the perception of importance of teaching online competencies and their efficacy to teach online. We also examine factors (gender, age, country located, academic discipline, academic rank, method of teaching, years of teaching, years of teaching online and level taught) that are related to US and German faculty perception of the importance and efficacy of online teaching. Overall, the US faculty rated the competencies higher compared to the German faculty both in perception of importance and self-efficacy. Significant differences in the perception of the importance of competencies were noted based on gender, training, level taught, rank, and age. For self-efficacy, there were significant differences between the faculty in teaching format (synchronous, asynchronous or hybrid format), years of teaching online, and age. This study has implications for instructors who teach online, for instructional designers who offer professional development for online teaching and for administrators who support online learning at the universities.}, number={1}, journal={European Journal of Open, Distance and E-Learning}, publisher={Walter de Gruyter GmbH}, author={Martin, Florence and Wang, Chuang and Jokiaho, Annika and May, Birgit and Grübmeyer, Sonja}, year={2019}, month={Jul}, pages={53–69} }
 @inproceedings{martin_wang_petty_wang_wilkins_2019, title={Examining Middle School Students’ Social Media Use}, booktitle={EdMedia}, author={Martin, F. and Wang, C. and Petty, T. and Wang, W. and Wilkins, P.}, year={2019}, month={Jun} }
 @article{park_martin_lambert_2019, title={Examining Predictive Factors for Student Success in a Hybrid Learning Course}, volume={20}, number={2}, journal={Quarterly Review of Distance Education}, author={Park, E. and Martin, F. and Lambert, R.}, year={2019}, pages={11–27} }
 @inproceedings{martin_markic_schluchter_junge_küsel_2019, title={Examining Student Readiness for Online Learning: A Comparison of US and German Students}, booktitle={25th German-American Symposium}, author={Martin, F. and Markic, S. and Schluchter, R. and Junge, T. and Küsel, J.}, year={2019}, month={Jun} }
 @article{martin_budhrani_wang_2019, title={Examining faculty perception of their readiness to teach online}, volume={23}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85073790263&partnerID=MN8TOARS}, DOI={10.24059/olj.v23i3.1555}, abstractNote={Faculty readiness to teach online is a state of faculty preparedness for online teaching. In this study, it is measured by faculty attitudes on the importance of online teaching competencies and their ability towards online teaching. Validity and reliability of faculty responses to an online instrument and factors related to faculty perception are examined. Descriptive statistics and item level means for the competencies are provided. For course design, course communication and technical, the faculty rated the perception of importance higher than their ability whereas for time management their perception of ability was rated higher than their attitude on importance. MANOVA showed significant differences in gender, years of teaching online, and delivery method for faculty perceptions of importance of online teaching competencies. Significant differences were also noted in years of teaching online and delivery method with respect to ability to teach online.}, number={3}, journal={Online Learning Journal}, author={Martin, F. and Budhrani, K. and Wang, C.}, year={2019}, pages={97–119} }
 @inproceedings{bolliger_martin_2019, title={Factors Underlying the Importance of Online Student Engagement Strategies}, booktitle={Association of Educational Communications and Technology}, author={Bolliger, D. and Martin, F.}, year={2019}, month={Oct} }
 @inproceedings{budhrani_martin_2019, title={Helpful Supports for Online Teaching Faculty in Higher Education}, booktitle={Association of Educational Communications and Technology}, author={Budhrani, K. and Martin, F.}, year={2019}, month={Oct} }
 @inproceedings{guilbaud_martin_polly_2019, title={Influencing Factors to Support Faculty Use of Instructional Technologies in Higher Education: An Integrative Approach}, booktitle={North Carolina Association for Research in Education}, author={Guilbaud, T.C. and Martin, F. and Polly, D.}, year={2019}, month={Mar} }
 @inproceedings{martin_wang_sadaf_2019, title={Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Wang, C. and Sadaf, A.}, year={2019}, month={Oct} }
 @inproceedings{bolliger_martin_2019, title={Instructor and Student Perceptions of Online Student Engagement Strategies}, booktitle={American Educational Research Association}, author={Bolliger, D. and Martin, F.}, year={2019}, month={Apr} }
 @inproceedings{wang_hunt_martin_brooks_2019, title={Middle school student perception of digital citizenship practices}, booktitle={27th Annual International Conference of Chinese American Educational Research and Development Association}, author={Wang, C. and Hunt, B. and Martin, F. and Brooks, E.}, year={2019}, month={Apr} }
 @inproceedings{oyarzun_martin_moore_2019, title={Online Faculty Perceptions of Helpfulness of Time Management Strategies}, booktitle={Association of Educational Communications and Technology}, author={Oyarzun, B. and Martin, F. and Moore, R.}, year={2019}, month={Oct} }
 @article{martin_wang_budhrani_moore_jokiaho_2019, title={Professional Development Support for the Online Instructor: Perspectives of U.S and German Instructors}, volume={22}, number={3}, journal={Online Journal of Distance Learning Administration}, author={Martin, F. and Wang, C. and Budhrani, K. and Moore, R.L. and Jokiaho, A.}, year={2019}, pages={1–17} }
 @inproceedings{martin_kumar_ritzhaupt_2019, title={Researching Competencies for Online Teaching}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Kumar, S. and Ritzhaupt, A.}, year={2019}, month={Oct} }
 @inproceedings{sadaf_martin_ahlgrim-delzell_2019, title={Student Perceptions of their Learning and Engagement in “Quality Matters” Certified Online Courses}, booktitle={American Educational Research Association}, author={Sadaf, A. and Martin, F. and Ahlgrim-Delzell, L.}, year={2019}, month={Apr} }
 @article{sadaf_martin_ahlgrim-delzell_2019, title={Student perceptions of the impact of quality matters–certified online courses on their learning and engagement}, volume={23}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85076226392&partnerID=MN8TOARS}, DOI={10.24059/olj.v23i4.2009}, abstractNote={The Quality Matters (QM) is one of the most widely-adopted set of standards for best practices in online courses to promote student learning. In this study, we examined student perceptions of the impact of QM certified courses on students learning and engagement. Fifty graduate students enrolled in online courses completed a survey developed based on the QM rubric items. The QM framework includes 43 standards in eight categories. Among eight categories,  Course Activities and Learner Interaction were rated to have the highest impact and  Learning Objectives were rated to have the second highest impact on both student learning and engagement. The exploratory factor analysis revealed that 12 factors explained 88.89% of the variance of the impact on learning and 8 factors explained 85.72% of the variance of the impact on engagement. Clear expectations loaded as the highest factor for both learning and engagement.}, number={4}, journal={Online Learning Journal}, author={Sadaf, A. and Martin, F. and Ahlgrim-Delzell, L.}, year={2019}, pages={214–233} }
 @inproceedings{coles_martin_polly_wang_2019, title={Supporting the Digital Professor: Faculty Preferences for Training and Support in Adopting Digital Technologies in Higher Education}, booktitle={International Society for Exploring Teaching and Learning}, author={Coles, S. and Martin, F. and Polly, D. and Wang, C.}, year={2019} }
 @inproceedings{gezer_martin_wang_2019, title={Teachers Perceptions of Students Digital Citizenship Practies}, booktitle={International Society for Technology in Education}, author={Gezer, T. and Martin, F. and Wang, C.}, year={2019}, month={Jun} }
 @inproceedings{martin_polly_coles_wang_2019, title={What Digital Technologies are Higher Education Faculty Using? Examining Importance, Competence and Motivation}, booktitle={International Society for Exploring Teaching and Learning}, author={Martin, F. and Polly, D. and Coles, S. and Wang, C.}, year={2019} }
 @inproceedings{martin_kumar_budhrani_ritzhaupt_2018, title={Award-Winning Faculty Online Teaching: Defining the Competencies}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Kumar, S. and Budhrani, K. and Ritzhaupt, A.}, year={2018}, month={Oct} }
 @article{ritzhaupt_martin_pastore_kang_2018, title={Development and validation of the educational technologist competencies survey (ETCS): knowledge, skills, and abilities}, volume={30}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85045375021&partnerID=MN8TOARS}, DOI={10.1007/s12528-017-9163-z}, number={1}, journal={Journal of Computing in Higher Education}, author={Ritzhaupt, A.D. and Martin, F. and Pastore, R. and Kang, Y.}, year={2018}, pages={3–33} }
 @article{martin_bolliger_2018, title={Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment}, volume={22}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85044141150&partnerID=MN8TOARS}, DOI={10.24059/olj.v22i1.1092}, abstractNote={Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.}, number={1}, journal={Online Learning Journal}, author={Martin, F. and Bolliger, D.U.}, year={2018}, pages={205–222} }
 @inproceedings{martin_budhrani_wang_2018, title={Faculty Perceptions on Importance and Self-Efficacy Towards Online Teaching Competencies}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Budhrani, K. and Wang, C.}, year={2018}, month={Oct} }
 @inproceedings{petty_martin_wang_wang_2018, place={Washington, D.C., United States}, title={Implementing a Cyber Safety Curriculum with Middle School Students}, booktitle={Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Petty, T. and Martin, F. and Wang, C. and Wang, C.}, editor={Langran, E. and Borup, J.Editors}, year={2018}, month={Mar}, pages={2307–2308} }
 @inproceedings{petty_martin_wang_wang_2018, title={Implementing a Cyber Safety Curriculum with Middle School Students}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference}, author={Petty, M. and Martin, F. and Wang, C. and Wang, W.}, year={2018}, month={Mar} }
 @article{bolliger_martin_2018, title={Instructor and student perceptions of online student engagement strategies}, volume={39}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85053548317&partnerID=MN8TOARS}, DOI={10.1080/01587919.2018.1520041}, abstractNote={ABSTRACT The purpose of this article is to report findings pertaining to faculty members’ perception of the importance of engagement strategies utilized in the online learning environment and to compare them with student perception data that had been previously collected using the same instrument. A validated survey instrument, the online engagement strategies questionnaire, was used to collect data from online instructors who teach in higher education. Email distribution lists of two professional associations were utilized to collect the data. A total of 161 online instructors responded. While instructors and students agreed on the importance of several engagement strategies, results also show that instructors perceive engagement strategies listed on the survey instrument as more important than do students.}, number={4}, journal={Distance Education}, author={Bolliger, D.U. and Martin, F.}, year={2018}, pages={568–583} }
 @article{martin_wang_petty_wang_wilkins_2018, title={Middle school students' social media use}, volume={21}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85040615746&partnerID=MN8TOARS}, number={1}, journal={Educational Technology and Society}, author={Martin, F. and Wang, C. and Petty, T. and Wang, W. and Wilkins, P.}, year={2018}, pages={213–224} }
 @inproceedings{park_martin_lambert_2018, title={Predictive Factors for Student Success in a Hybrid Learning Course}, booktitle={Elearn Conference, Association for the Advancement for Computing in Education}, author={Park, E. and Martin, F. and Lambert, R.}, year={2018}, month={Oct} }
 @inproceedings{martin_wang_jokiaho_2018, title={Professional Development Support for Faculty to Teach Online: A Comparison of US and German Educators}, booktitle={24th German-American Symposium}, author={Martin, F. and Wang, C. and Jokiaho, A.}, year={2018}, month={Jul} }
 @inproceedings{sadaf_martin_ahlgrim-delzell_2018, title={Student Perceptions of the impact of "Quality Matters" Certified Online Courses on their Learning and Engagement}, booktitle={Association of Educational Communications and Technology}, author={Sadaf, A. and Martin, F. and Ahlgrim-Delzell, L.}, year={2018}, month={Oct} }
 @article{martin_wang_sadaf_2018, title={Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses}, volume={37}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85041392073&partnerID=MN8TOARS}, DOI={10.1016/j.iheduc.2018.01.003}, abstractNote={Instructors use various strategies to facilitate learning and actively engage students in online courses. In this study, we examine student perception on the helpfulness of the twelve different facilitation strategies used by instructors on establishing instructor presence, instructor connection, engagement and learning. One hundred and eighty eight graduate students taking online courses in Fall 2016 semester in US higher education institutions responded to the survey. Among the 12 facilitation strategies, instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in all four constructs (instructor presence, instructor connection, engagement and learning). Interactive visual syllabi of the course was rated the lowest, and video based introduction and instructors' use of synchronous sessions to interact were rated lowest among two of the four constructs. Descriptive statistics for each of the construct (instructor presence, instructor connection, engagement and learning) by gender, status, and major of study are presented. Confirmative factor analysis of the data provided aspects of construct validity of the survey. Analysis of variance failed to detect differences between gender and discipline (education major versus non-education major) on all four constructs measured. However, undergraduate students rated significantly lower on engagement and learning in comparison to post-doctoral and other post graduate students.}, journal={Internet and Higher Education}, author={Martin, F. and Wang, C. and Sadaf, A.}, year={2018}, pages={52–65} }
 @inproceedings{bonk_lin_zhang_gao_dennen_hilton_wiley_zhu_sari_martin_et al._2018, title={Systematic Reviews of the Research on Emerging Online Technologies: What’s Been Done; What’s To Come}, booktitle={2018 Association for Educational Communications and Technology (AECT) Annual Meeting}, author={Bonk, C. and Lin, J. and Zhang, K. and Gao, F. and Dennen, V. and Hilton, J. and Wiley, D. and Zhu, M. and Sari, A.R. and Martin, F. and et al.}, year={2018}, month={Oct} }
 @inproceedings{schaal_kissel_glass_martin_2017, title={At the intersection of science, social studies, and writing: A comparative study of location-based learning in German and American undergraduate programs}, booktitle={23rd German-American Symposium}, author={Schaal, S. and Kissel, B. and Glass, T. and Martin, F.}, year={2017}, month={Jun} }
 @inproceedings{martin_wang_sadaf_2017, title={Being There: Student perception of instructor facilitation strategies in online learning}, booktitle={North Carolina Association for Research in Education}, author={Martin, F. and Wang, C. and Sadaf, A.}, year={2017}, month={Feb} }
 @inproceedings{martin_wang_jokiaho_may_grübmeyer_2017, title={Faculty Perception of Preparedness to Teach Online or Blended: A comparison of American and German Educators}, booktitle={23rd German-American Symposium}, author={Martin, F. and Wang, C. and Jokiaho, A. and May, B. and Grübmeyer, S.}, year={2017}, month={Jun} }
 @misc{martin_kumar_2017, title={Frameworks for Assessing and Evaluating e-Learning Courses and Programs}, ISBN={9783319617794 9783319617800}, url={http://dx.doi.org/10.1007/978-3-319-61780-0_19}, DOI={10.1007/978-3-319-61780-0_19}, journal={Leading and Managing e-Learning}, publisher={Springer International Publishing}, author={Martin, Florence and Kumar, Swapna}, year={2017}, month={Oct}, pages={271–280} }
 @article{martin_polly_jokiaho_may._2017, title={Global Standards for Enhancing Quality in Online Learning}, volume={18}, number={2}, journal={Quarterly Review of Distance Education}, author={Martin, F. and Polly, B. and Jokiaho, A. and May., B.}, year={2017}, pages={1–10} }
 @article{martin_2017, title={Human Performance Technology in the Training and Development Concentration at UNC Charlotte's Instructional System Technology Program}, volume={56}, ISSN={1090-8811}, url={http://dx.doi.org/10.1002/pfi.21709}, DOI={10.1002/pfi.21709}, abstractNote={UNIVERSITY HISTORY UNC Charlotte (UNCC) is one of a generation of universities founded in metropolitan areas of the United States immediately after World War II in response to rising educational demands generated by the war and its technology. To serve returning veterans, North Carolina opened 14 evening college centers in communities across the state. The Charlotte Center opened Sept. 23, 1946, offering evening classes to 278 freshman and sophomore students in the facilities of Charlotte’s Central High School. After three years, the state closed the centers, declaring that oncampus facilities were sufficient to meet the needs of returning veterans and recent high school graduates. Charlotte’s education and business leaders, long aware of the area’s unmet needs for higher education, moved to have the Charlotte Center taken over by the city school district and operated as Charlotte College, offering the first two years of college courses. Later the same leaders asked Charlotte voters to approve a two-cent tax to support that college. Charlotte College drew students from the city, from Mecklenburg County, and from a dozen surrounding counties. The two-cent tax was later extended to all of Mecklenburg County. Ultimately financial support for the college became a responsibility of the State of North Carolina. As soon as Charlotte College was firmly established, efforts were launched to give it a campus of its own. With the backing of Charlotte business leaders and legislators from Mecklenburg and surrounding counties, land was acquired on the northern fringe of the city, and bond issues were passed to finance new facilities. In 1961, Charlotte College moved its growing student body into two new buildings on what was to become a 1,000-acre campus 10 miles from downtown Charlotte. Three years later, the North Carolina legislature approved bills making Charlotte College a four-year, state-supported college. The next year, 1965, the legislature approved bills creating the University of North Carolina at Charlotte, the fourth campus of the statewide university system. In 1969, UNC Charlotte began offering}, number={4}, journal={Performance Improvement}, publisher={Wiley}, author={Martin, Florence}, year={2017}, month={Apr}, pages={32–40} }
 @inbook{martin_oyarzun_2017, edition={1st}, title={Standards, Perception, and Best Practices of Online Learning}, booktitle={Foundations of Learning and Instructional Design Technology}, publisher={PB Pressbooks}, author={Martin, F. and Oyarzun, B.}, editor={West, R.Editor}, year={2017} }
 @inproceedings{sadaf_bolliger_martin_shephard_2017, title={Student Engagement in Online Learning}, booktitle={Association of Educational Communications and Technology}, author={Sadaf, A. and Bolliger, D. and Martin, F. and Shephard, C.}, year={2017}, month={Nov} }
 @inproceedings{martin_wang_sadaf_2017, title={Student perception of facilitation strategies that enhance instructor presence in online courses}, booktitle={Association of Educational Communications and Technology}, author={Martin, F. and Wang, C. and Sadaf, A.}, year={2017}, month={Nov} }
 @inproceedings{martin_wang_2017, title={Student perception of facilitation strategies that enhance instructor presence in online courses}, booktitle={18th International Conference on Teaching}, publisher={Education & Learning}, author={Martin, F. and Wang, C.}, year={2017}, month={Jul} }
 @inproceedings{martin_bolliger_2017, place={San Antonio, TX}, title={Student perceptions on the importance of engagement strategies in the online learning environment}, booktitle={American Educational Research Association}, author={Martin, F. and Bolliger, D.}, year={2017}, month={Apr} }
 @article{martin_ahlgrim-delzell_budhrani_2017, title={Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning}, volume={31}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85011305908&partnerID=MN8TOARS}, DOI={10.1080/08923647.2017.1264807}, abstractNote={ABSTRACT Systematic reviews of literature are studies that strategically search for published research on a specific topic in order to synthesize what is known about the topic. This systematic review describes 157 articles on synchronous online learning (SOL) from thirty-four different countries on instructional setting, content areas, participant demographics, research designs, independent and dependent variables, SOL technologies, and data-collection tools.}, number={1}, journal={American Journal of Distance Education}, author={Martin, F. and Ahlgrim-Delzell, L. and Budhrani, K.}, year={2017}, pages={3–19} }
 @inproceedings{martin_ahlgrim-delzell_budhrani_2017, title={Systematic Review of two decades (1995 to 2014) of research on synchronous online learning}, booktitle={North Carolina Association for Research in Education}, author={Martin, F. and Ahlgrim-Delzell, L. and Budhrani, K.}, year={2017}, month={Feb} }
 @inproceedings{martin_ahlgrim-delzell_budhrani_2017, title={Systematic review of two decades (1995 to 2014) of research on synchronous online learning}, booktitle={American Educational Research Association}, author={Martin, F. and Ahlgrim-Delzell, L. and Budhrani, K.}, year={2017}, month={Apr} }
 @inproceedings{martin_2016, title={A Systematic review of synchronous online learning research from two decades 1995-2014}, booktitle={Online Learning Consortium Accelerate}, author={Martin, F.}, year={2016}, month={Nov} }
 @article{martin_whitmer_2016, title={Applying Learning Analytics to Investigate Timed Release in Online Learning}, volume={21}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84961060000&partnerID=MN8TOARS}, DOI={10.1007/s10758-015-9261-9}, number={1}, journal={Technology, Knowledge and Learning}, author={Martin, F. and Whitmer, J.C.}, year={2016}, pages={59–74} }
 @inproceedings{martin_ritzhaupt_budhrani_kumar_2016, title={Competencies for effective online instructors: A mixed method approach}, booktitle={Association for Educational Communications and Technology Conference}, author={Martin, F. and Ritzhaupt, A. and Budhrani, K. and Kumar, K.}, year={2016}, month={Oct} }
 @article{martin_ertzberger_2016, title={Effects of reflection type in the here and now mobile learning environment}, volume={47}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84937469406&partnerID=MN8TOARS}, DOI={10.1111/bjet.12327}, abstractNote={Here and now mobile learning has the capability to engage learners anytime and anywhere and situate them in their learning context. Mobile devices provide opportunity for learners to participate in reflective activities with experts, peers or self while being situated in the learning context such as being in a museum or gallery and using mobile content to learn about exhibits. This study examined the effects of here and now mobile learning on student achievement and attitude based on different types of reflection (no reflection, self-guided reflection and reflection with virtual expert). Students ( n = 103) who were enrolled in teacher preparation courses at a public regional university in the United States participated in the here and now mobile learning intervention on art content in one of three reflection groups. The participants completed a posttest and attitude survey. One-way ANOVAs were conducted on data obtained from the achievement pretest and posttest and on the attitude survey results for the Likert-type items. Analysis of achievement data revealed positive significant differences on the reflection type whereas attitude data did not reveal any significant differences. The implications of the findings are discussed for those designing and implementing mobile-based learning. [ABSTRACT FROM AUTHOR]}, number={5}, journal={British Journal of Educational Technology}, author={Martin, F. and Ertzberger, J.}, year={2016}, pages={932–944} }
 @inproceedings{bolliger_kumar_martin_sadaf_2016, title={Engagement Matters: Ways to Enhance Interaction and Engagement in Online Learning}, booktitle={Association for Educational Communications and Technology Conference}, author={Bolliger, D. and Kumar, K. and Martin, F. and Sadaf, A.}, year={2016}, month={Oct} }
 @inproceedings{martin_kumar_2016, title={Frameworks and quality indicators for assessing and evaluating e-Learning programs}, booktitle={Online Learning Consortium Accelerate}, author={Martin, F. and Kumar, S.}, year={2016}, month={Nov} }
 @inproceedings{martin_polly_jokiaho_birgit_2016, title={Global Standards for Enhancing Quality in Online Learning}, booktitle={22nd German-American Symposium}, author={Martin, F. and Polly, B. and Jokiaho, A. and Birgit, M.}, year={2016}, month={Jul} }
 @article{simmons_martin_2016, title={Perceived Implementation Barriers of a One-to-One Computing Initiative in a Large Urban School District: A Qualitative 
      Approach}, volume={11}, ISSN={0973-2217 2230-7133}, url={http://dx.doi.org/10.26634/jsch.11.4.6010}, DOI={10.26634/jsch.11.4.6010}, abstractNote={One-to-One Computing initiatives are K-12 Educational environments where student and teacher have Internetconnected, wireless computing devices in the classroom and optimally at home as well (Penuel, 2006). One-to-one computing has gained popularity in several schools and school districts across the world. However, there is limited research exploring the barriers of implementing one-to-one computing, especially on a large scale. This study utilizes a qualitative approach by interviewing six senior administrators on identifying the barriers to implementing one-to-one computing. Solutions are recommended by the senior district leadership to help secure a successful and sustainable district-wide implementation of a one-to-one computing initiative. Results from this study have implications that could drive the planning of future initiatives in large school districts across the world.}, number={4}, journal={i-manager's Journal on School Educational Technology}, publisher={i-manager Publications}, author={Simmons, Brandon and Martin, Florence}, year={2016}, pages={26–38} }
 @article{ertzberger_martin_2016, title={Use of Fitness Bands by Teachers in the Classroom}, volume={60}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84969802512&partnerID=MN8TOARS}, DOI={10.1007/s11528-016-0079-7}, number={4}, journal={TechTrends}, author={Ertzberger, J. and Martin, F.}, year={2016}, pages={392–397} }
 @article{martin_ndoye_wilkins_2016, title={Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards}, volume={45}, ISSN={0047-2395 1541-3810}, url={http://dx.doi.org/10.1177/0047239516656369}, DOI={10.1177/0047239516656369}, abstractNote={Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and performance and analyzed to identify patterns and trends on how students interact with online course components based on the Quality Matters standards. Major findings of this article provide a framework and guidance for instructors on how data might be collected and analyzed to improve online learning effectiveness.}, number={2}, journal={Journal of Educational Technology Systems}, publisher={SAGE Publications}, author={Martin, Florence and Ndoye, Abdou and Wilkins, Patricia}, year={2016}, month={Nov}, pages={165–187} }
 @article{martin_ndoye_2016, title={Using learning analytics to assess student learning in online courses}, volume={13}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84982988024&partnerID=MN8TOARS}, number={3}, journal={Journal of University Teaching and Learning Practice}, author={Martin, F. and Ndoye, A.}, year={2016} }
 @article{martin_l. carr_2015, title={An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom}, volume={12}, ISSN={0973-0559 2230-7125}, url={http://dx.doi.org/10.26634/jet.12.1.3431}, DOI={10.26634/jet.12.1.3431}, abstractNote={st 21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the classroom; 3) How do teachers integrate technology/multimedia in their lessons; 4) What are some of the tools teachers use to create multimedia; and 5) Where do teachers learn to use to create multimedia? The study utilized a survey method to determine the types of multimedia technologies teachers routinely integrated in the classroom. Research data from 701 practicing K-12 teachers is reported in this study. Desktop computers, Laptops and Smartboards were the top three technologies that were being used in the classroom. Powerpoint was still the most popular tool for creating multimedia followed by Youtube, which was used by about half of the respondents in this study. This study has implications for teachers, teacher educators and school administrators who make decisions on technology integration in the classroom.}, number={1}, journal={i-manager's Journal of Educational Technology}, publisher={i-manager Publications}, author={Martin, Florence and L. Carr, Marsha}, year={2015}, month={Jun}, pages={7–14} }
 @inproceedings{martin_2015, title={Assessing student learning in online courses using learning analytics}, booktitle={Online Learning Consortium}, author={Martin, F.}, year={2015}, month={Oct} }
 @inproceedings{galbraith_martin_irvin_gonzalez_2015, title={Blended delivery format for introductory language courses at the university level}, booktitle={Foreign Language Association of North Carolina Conference}, author={Galbraith, J. and Martin, F. and Irvin, E. and Gonzalez, P.}, year={2015}, month={Feb} }
 @inbook{martin_2015, title={E-learning design— From instructional events to elements}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84960316118&partnerID=MN8TOARS}, DOI={10.4324/9781315760933}, abstractNote={The International Handbook of e-Learning, Volume 1 provides a comprehensive compendium of research and theory in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. Covering history, design models, instructional strategies, best practices, competencies, evaluation, assessment, and more, these twenty-seven contributions tackle the tremendous potential and flexibility inherent to this rapidly growing new paradigm. Past and present empirical research frames each chapter, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within todays anytime, anywhere framework, from teachers, administrators, and policy makers to corporate and government trainers.}, booktitle={International Handbook of E-learning Volume 1: Theoretical Perspectives and Research}, author={Martin, F.}, year={2015}, pages={153–170} }
 @inproceedings{martin_ertzberger_2015, title={Effects of reflection type in here and now mobile learning}, booktitle={American Educational Research Association}, author={Martin, F. and Ertzberger, J.}, year={2015}, month={Apr} }
 @inproceedings{martin_wilkins_2015, title={Enhancing student learning and engagement in online courses by using learning analytics data}, booktitle={Online Learning Consortium}, author={Martin, F. and Wilkins, P.}, year={2015}, month={Oct} }
 @article{robinson_martin_2015, title={Memoir writing instruction in an asynchronous format: A design and development research project}, volume={5}, number={1}, journal={Journal of Applied Instructional Design}, author={Robinson, R. and Martin, F.}, year={2015}, pages={5–21} }
 @inproceedings{martin_ertzberger_2015, title={Reflecting with a virtual expert in the here and now mobile learning environment}, booktitle={Association for Educational Communications and Technology Conference}, author={Martin, F. and Ertzberger, J.}, year={2015}, month={Nov} }
 @article{hayes_godwin_butts_martin_2015, title={The HPT Model Applied to a Boutique-Style Online Retail Store}, volume={54}, ISSN={1090-8811}, url={http://dx.doi.org/10.1002/pfi.21494}, DOI={10.1002/pfi.21494}, abstractNote={Suzy Q's is a retail business located in the southeastern United States. It offers hand-knitted scarves; handmade hair accessories; handcrafted beaded jewelry such as necklaces, bracelets, and earrings; small handmade children's toys; and stock and custom-printed T-shirts. It began operations in early 2014. The owners established an online store and developed plans to sell items at local craft fairs and farmers’ markets in the southeastern United States. During its initial launch, the business generated limited orders for its products. In the beginning there was a limited amount of advertising using social media, which consisted of establishing a Facebook page, posting notifications on the business's Facebook page, and posting notifications about the business to the owners’ personal contacts on Facebook. Despite establishing a web presence and utilizing social media in its first year of operations, Suzy Q's did not generate a significant number of orders and received very little revenue. The owners of Suzy Q's, our client, established a goal to generate at least $700 per month in revenue for the calendar year 2015. Our analysis of the business revealed that the managers and employees had the skills needed to perform the work, but the lack of orders presented an obstacle to achieving their business goals. After completing a performance analysis, we recommended that Suzy Q's establish a single online presence, implement a marketing effort, establish a local presence, create a dedicated studio space, and create a formal business plan. It was our belief that Suzy Q's had the potential to reach its goals set for 2015 and beyond if these solutions were implemented.}, number={7}, journal={Performance Improvement}, publisher={Wiley}, author={Hayes, Rebecca and Godwin, Caroline and Butts, Danielle and Martin, Florence}, year={2015}, month={Aug}, pages={26–33} }
 @article{boykin_leitheiser_martin_2015, title={The HPT Model Applied to a Yoga Studio's Performance}, volume={54}, ISSN={1090-8811}, url={http://dx.doi.org/10.1002/pfi.21448}, DOI={10.1002/pfi.21448}, abstractNote={This case study describes how the human performance technology model has been applied to enhance the performance of a small yoga studio—Salty Dog Yoga & Surf of Carolina Beach, North Carolina. An analysis of Salty Dog's organizational performance revealed several ongoing challenges, including issues with sales, strategic planning, and division of labor. An environmental analysis found that Carolina Beach's market is strong enough to support a full-time local yoga studio, while an organizational analysis uncovered multiple issues with strategic vision, resource deployment, and training policies.}, number={1}, journal={Performance Improvement}, publisher={Wiley}, author={Boykin, Jeff and Leitheiser, Jessica and Martin, Florence}, year={2015}, month={Jan}, pages={28–38} }
 @inproceedings{martin_2015, title={Using emerging instructional technologies to enhance clinical training}, booktitle={Medical device clinical training & education conference}, author={Martin, F.}, year={2015}, month={Mar} }
 @inproceedings{martin_wilkins_2015, title={Using learning analytics from Moodle to enhance student learning and engagement in online courses}, booktitle={Association for Educational Communications and Technology Conference}, author={Martin, F. and Wilkins, P.}, year={2015}, month={Nov} }
 @inproceedings{martin_wilkins_2015, title={Using learning analytics to enhance online learning}, booktitle={Distance Teaching and Learning Conference}, author={Martin, F. and Wilkins, P.}, year={2015}, month={Aug} }
 @inproceedings{sugar_brown_daniels_hoard_martin_ritzhaupt_2014, title={Comparison and analysis of existing multimedia production competencies studies: Implications and next steps}, booktitle={Association for Educational Communications and Technology Conference}, author={Sugar, B. and Brown, A. and Daniels, L. and Hoard, B. and Martin, F. and Ritzhaupt, A.}, year={2014}, month={Nov} }
 @article{ritzhaupt_martin_2014, title={Development and validation of the educational technologist multimedia competency survey}, volume={62}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84893901512&partnerID=MN8TOARS}, DOI={10.1007/s11423-013-9325-2}, number={1}, journal={Educational Technology Research and Development}, author={Ritzhaupt, A.D. and Martin, F.}, year={2014}, pages={13–33} }
 @article{i. tutty_martin_2014, title={Effects of Practice Type in the Here and Now Mobile Learning Environment}, volume={11}, ISSN={0973-0559 2230-7125}, url={http://dx.doi.org/10.26634/jet.11.2.2918}, DOI={10.26634/jet.11.2.2918}, abstractNote={This generation of technology is characterized by mobile and portable devices such as smartphones and tablet computers with wireless broadband access. Mobile technologies enable a new kind of learning called “here and now learning,” where learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of three levels of practice type (assessment Aligned, Reflective, None) on student performance and attitude in the here and now mobile learning environment. Results indicated that, the inclusion of practice activities in mobile instruction had a positive effect on student performance. Study participants who received either assessment aligned or reflective practice significantly outperformed, participants who did not receive practice. Further, the study results also indicated that, the inclusion of practice activities in here and now mobile learning have a positive effect on students attitude. Through the systematic consideration of a specific element of instruction, this study begins the process of building the framework for the effective design and implementation of here and now mobile learning.}, number={2}, journal={i-manager's Journal of Educational Technology}, publisher={i-manager Publications}, author={I. Tutty, Jeremy and Martin, Florence}, year={2014}, month={Sep}, pages={17–27} }
 @inproceedings{curry_martin_betrus_ziaee_2014, title={More free/inexpensive alternatives in multimedia production}, booktitle={Association for Educational Communications and Technology Conference}, author={Curry, M. and Martin, F. and Betrus, A. and Ziaee, Y.}, year={2014}, month={Nov} }
 @inproceedings{oyarzun_martin_pastore_anderson_maddrell_adcock_2014, title={Multi-modal course delivery: Combining face-to-face and online students together}, booktitle={Association for Educational Communications and Technology Conference}, author={Oyarzun, B. and Martin, F. and Pastore, R. and Anderson, S. and Maddrell, J. and Adcock, A.}, year={2014}, month={Nov} }
 @article{wells_stanley_martin_2014, title={The human performance technology model applied to a university library’s work efficiency}, volume={53}, ISSN={1090-8811}, url={http://dx.doi.org/10.1002/pfi.21399}, DOI={10.1002/pfi.21399}, abstractNote={This case study describes how the human performance technology model was applied to enhancing a university library's work efficiency. The university librarian identified several concerns with the work efficiency of her administrative team and wanted to find a way to help the team members handle an increasing workload while still producing the same great results in quality of work. A number of factors had a negative impact on their efficiency: constant interruptions in the team's daily work routines by excessive foot traffic through their workspace, ineffective and frequently canceled staff meetings, and inefficient communications. A number of interventions were chosen to address these issues based on needs of the administrative team and the analyses performed during the course of the project.}, number={3}, journal={Performance Improvement}, publisher={Wiley}, author={Wells, Natasha L. and Stanley, Andrew and Martin, Florence}, year={2014}, month={Mar}, pages={14–21} }
 @article{martin_parker_2014, title={Use of synchronous virtual classrooms: Why, who and how?}, volume={10}, number={2}, journal={MERLOT Journal of Online Learning and Teaching}, author={Martin, F. and Parker, M.A.}, year={2014}, month={Jun}, pages={192–210} }
 @inproceedings{hayes_martin_2014, title={Using iBook author to design an eBook applying text design principles}, booktitle={Association for Educational Communications and Technology Conference}, author={Hayes, R. and Martin, F.}, year={2014}, month={Nov} }
 @article{oyarzun_martin_2013, title={A case study on multi-modal course delivery and social learning opportunities}, volume={15}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84898996791&partnerID=MN8TOARS}, number={1}, journal={Bulletin of the Technical Committee on Learning Technology}, author={Oyarzun, B. and Martin, F.}, year={2013}, pages={25–28} }
 @article{martin_parker_allred_2013, title={A case study on the adoption and use of synchronous virtual classrooms}, volume={11}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84878990166&partnerID=MN8TOARS}, number={2}, journal={Electronic Journal of e-Learning}, author={Martin, F. and Parker, M. and Allred, B.}, year={2013}, pages={124–138} }
 @article{pastore_martin_2013, title={Designing and developing mobile based instruction: A designers Perspective}, volume={18}, number={3}, journal={Design and Technology Education}, author={Pastore, R. and Martin, F.}, year={2013}, pages={61–72} }
 @inproceedings{ritzhaupt_martin_2013, title={Development and validation of the educational technologist multimedia competencies survey}, booktitle={American Educational Research Association}, author={Ritzhaupt, A.D. and Martin, F.}, year={2013}, month={Apr} }
 @inproceedings{ritzhaupt_martin_2013, title={Development and validation of the educational technologist multimedia competencies survey}, booktitle={Association of Educational Communications and Technology Conference}, author={Ritzhaupt, A. and Martin, F.}, year={2013}, month={Oct} }
 @article{martin_hoskins_brooks_bennett_2013, title={Development of an interactive multimedia instructional module}, volume={3}, number={3}, journal={Journal of Applied Instructional Design}, author={Martin, F. and Hoskins, O.J. and Brooks, R. and Bennett, T.}, year={2013}, pages={5–17} }
 @inproceedings{curry_betrus_martin_2013, title={Development on the cheap: Free/inexpensive alternatives in multimedia production}, booktitle={Association of Educational Communications and Technology Conference}, author={Curry, J. and Betrus, A. and Martin, F.}, year={2013}, month={Oct} }
 @inproceedings{tutty_martin_2013, title={Effects of self-regulatory status and practice type on student performance in the mobile learning environment}, booktitle={19th Annual Sloan Consortium International Conference on Online Learning}, author={Tutty, J.I. and Martin, F.}, year={2013}, month={Nov} }
 @inproceedings{martin_ertzberger_2013, title={Here and now mobile learning. An experimental study on the use of mobile technology}, booktitle={North Carolina Association for Research in Education}, author={Martin, F. and Ertzberger, J.}, year={2013}, month={Feb} }
 @article{martin_ertzberger_2013, title={Here and now mobile learning: An experimental study on the use of mobile technology}, volume={68}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84878149530&partnerID=MN8TOARS}, DOI={10.1016/j.compedu.2013.04.021}, abstractNote={Mobile technology opens the door for a new kind of learning called here and now learning that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does “Here and Now” mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does “Here and Now” mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when “Here and Now” mobile learning is delivered using a tablet versus ipod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study. Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1–12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes. This study has implications for those designing and implementing mobile learning.}, journal={Computers and Education}, author={Martin, F. and Ertzberger, J.}, year={2013}, pages={76–85} }
 @inproceedings{moallem_pastore_martin_2013, title={Interaction in online learning: A comparative study on the impact of communication tools on student learning, motivation, self-regulation, and satisfaction}, booktitle={Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Moallem, M. and Pastore, R. and Martin, F.}, year={2013}, month={Mar}, pages={2286–2306} }
 @inbook{bennett_martin_2013, title={Use of apple ipads in K-6 math and science classrooms}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84898095442&partnerID=MN8TOARS}, DOI={10.4018/978-1-4666-3676-7.ch011}, abstractNote={In this chapter, the authors review how iPads were used in a middle grade math classroom of a technology magnet school. The school has received two mobile iPad carts in addition to the three they have. Ms. Martin, a science teacher at this middle school, has received one of the mobile iPad carts due to her interest in technology integration. Ms. Martin is considered to be an early adopter of technology at her school, and she has been using iPads for more than a year in her sixth grade classroom. Ms. Bennett, who recently received 25 iPads, paid a visit to Ms. Martin’s classroom to learn how to integrate iPads in her science classroom. This case study describes Ms. Bennett’s visit to Ms. Martin’s classroom on the day when the students were studying how to solve inequalities by using addition and subtraction. Ms. Bennett’s goal for the visit was to identify the different ways Ms. Martin was using iPads with her students, and monitor the comfort level of her students with the iPads. She documents what she learns from the visit, and discusses it with Ms. Martin; she also meets with Mr. Pallapu, the technology facilitator at school. Ms. Martin shares some tips and techniques that she can use in her classroom, and also some benefits and challenges of using the iPad. Mr. Pallapu provides her with a list of recommended apps and instructional strategies for using iPads in the classroom.}, booktitle={Cases on Educational Technology Implementation for Facilitating Learning}, author={Bennett, T. and Martin, F.}, year={2013}, pages={177–192} }
 @inproceedings{martin_parker_2013, title={Use of synchronous virtual classrooms: Why, who and how?}, booktitle={North Carolina Association for Research in Education}, author={Martin, F. and Parker, M.A.}, year={2013}, month={Feb} }
 @inproceedings{martin_2013, title={Using learning analytics to predict student success in online learning}, booktitle={Education Informatics}, author={Martin, F.}, year={2013}, month={Aug} }
 @inproceedings{martin_whitmer_2013, title={Using learning analytics to predict student success in online learning}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Whitmer, J.}, year={2013}, month={Oct} }
 @inproceedings{martin_whitmer_2013, title={Using learning analytics to study adaptive learning}, booktitle={Global Learning Technologies Conference}, author={Martin, F. and Whitmer, J.}, year={2013}, month={Oct} }
 @inproceedings{parker_martin_2012, title={A review of research methodologies in studies on synchronous online learning in higher education}, booktitle={Eastern Educational Research Association}, author={Parker, M.A. and Martin, F.}, year={2012}, month={Apr} }
 @inproceedings{martin_2012, title={Design and usability factors for developing}, booktitle={MLearn}, author={Martin, F.}, year={2012}, month={Jun} }
 @inproceedings{martin_2012, title={Design challenges in MLearning}, booktitle={MLearn}, author={Martin, F.}, year={2012}, month={Jun} }
 @article{martin_pastore_snider_2012, title={Developing Mobile Based Instruction}, volume={56}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84867131818&partnerID=MN8TOARS}, DOI={10.1007/s11528-012-0598-9}, number={5}, journal={TechTrends}, author={Martin, F. and Pastore, R. and Snider, J.}, year={2012}, pages={46–51} }
 @inproceedings{martin_bobbert_2012, title={Developing mobile instructional content using lectora inspire}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Bobbert, C.}, year={2012}, month={Oct} }
 @article{snider_martin_2012, title={Evaluating web usability}, volume={51}, ISSN={1090-8811}, url={http://dx.doi.org/10.1002/pfi.21252}, DOI={10.1002/pfi.21252}, abstractNote={Web usability focuses on design elements and processes that make web pages easy to use. A website for college students was evaluated for underutilization. One-on-one testing, focus groups, web analytics, peer university review and marketing focus group and demographic data were utilized to conduct usability evaluation. The results indicated that an organization's mission, policies, user capabilities, and competitive environment all affect usability. The recommended interventions included interface redesign and update.}, number={3}, journal={Performance Improvement}, publisher={Wiley}, author={Snider, Jean and Martin, Florence}, year={2012}, month={Mar}, pages={30–40} }
 @article{martin_parker_deale_2012, title={Examining interactivity in synchronous virtual classrooms}, volume={13}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84865295919&partnerID=MN8TOARS}, number={3}, journal={International Review of Research in Open and Distance Learning}, author={Martin, F. and Parker, M.A. and Deale, D.F.}, year={2012}, pages={228–261} }
 @inproceedings{moallem_pastore_martin_2012, title={Impact of interaction in online learning}, booktitle={Global Learning Technologies Conference}, author={Moallem, M. and Pastore, R. and Martin, F.}, year={2012}, month={Jul} }
 @inproceedings{moallem_pastore_martin_2012, title={Interaction in online learning: A comparative study on the impact of communication tools on student learning, Motivation, self-regulation, and satisfaction}, booktitle={American Educational Research Association}, author={Moallem, M. and Pastore, R. and Martin, F.}, year={2012}, month={Apr} }
 @inproceedings{martin_brown_2012, title={Media literacy for global interdisciplinary curricula}, booktitle={Sister Cities of Wilmington Conference}, author={Martin, F. and Brown, B.}, year={2012}, month={Apr} }
 @inproceedings{grant_martin_2012, title={Mobile computing devices and applications for teaching and learning}, booktitle={Association of Educational Communications and Technology Conference}, author={Grant, M. and Martin, F.}, year={2012}, month={Oct} }
 @inproceedings{martin_curry_ritzhaupt_warren_watson_2012, title={Multimedia development tools: What are we teaching?}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Curry, J. and Ritzhaupt, A. and Warren, S. and Watson, G.}, year={2012}, month={Oct} }
 @inproceedings{martin_2012, title={Multimedia tools (proprietary, open Source and freeware) for designing}, booktitle={Global Learning Technologies Conference}, author={Martin, F.}, year={2012}, month={Jul} }
 @inproceedings{pastore_martin_2012, title={Student perceptions on designing for the mobile web}, booktitle={Association of Educational Communications and Technology Conference}, author={Pastore, R. and Martin, F.}, year={2012}, month={Oct} }
 @article{bobbert_robinson_martin_2012, title={The ISPI HPT model applied to a university television broadcast system upgrade}, volume={51}, ISSN={1090-8811}, url={http://dx.doi.org/10.1002/pfi.21259}, DOI={10.1002/pfi.21259}, abstractNote={This is a case study describing the application of the traditional ISPI human performance technology (HPT) model at CHWK, a campus television channel broadcast from a southeastern American university cable system. CHWK's issues with delivery options, labor-intense work flow, and continual staff training were identified as the performance problems. Computerization of the system, including the installation of new hardware and data processing methods, was recommended as the intervention to solve the performance problem.}, number={4}, journal={Performance Improvement}, publisher={Wiley}, author={Bobbert, Dana and Robinson, Michael and Martin, Florence}, year={2012}, month={Apr}, pages={28–38} }
 @inproceedings{webb_martin_2012, title={Using articulate to create an elearning module for health care}, booktitle={Association of Educational Communications and Technology Conference}, author={Webb, M. and Martin, F.}, year={2012}, month={Oct} }
 @inproceedings{moallem_pastore_martin_2011, title={A Comparative Study on the Impact of Various Communication Tools on Student Learning, Motivation, Self-regulation, and Satisfaction}, booktitle={E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Moallem, M. and Pastore, R. and Martin, F.}, year={2011}, month={Oct}, pages={1519–1534} }
 @article{roughton_martin_warren_gritmon_2011, title={Challenges in synchronous virtual classrooms adoption by faculty}, volume={8}, number={2}, journal={International Journal of Instructional Technology and Distance Learning}, author={Roughton, C. and Martin, F. and Warren, J. and Gritmon, C.}, year={2011}, pages={45–54} }
 @inproceedings{martin_pastore_2011, title={Developing mobile learning for IPOD touches}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Pastore, R.}, year={2011}, month={Nov} }
 @inproceedings{hoskins_martin_brooks_bennett_2011, title={Development of an interactive multimedia instructional module: Walking tour of historic downtown Wilmington}, booktitle={Association of Educational Communications and Technology Conference}, author={Hoskins, O.J. and Martin, F. and Brooks, R. and Bennett, T.}, year={2011}, month={Nov} }
 @article{martin_brooks_gayford_hall_whitfield_2011, title={Evaluating reactions and transfer of skills from Blackboard training}, volume={50}, ISSN={1090-8811}, url={http://dx.doi.org/10.1002/pfi.20191}, DOI={10.1002/pfi.20191}, abstractNote={This article describes the methods that were used to evaluate the “Blackboard Basics” and “Teaching in Blackboard” courses that are currently being offered by the Office of e-Learning at a southeastern university in the United States. This report includes a description of the background of this course, the purpose of the evaluation, the key questions that were investigated, data collection methods and instrumentation, and limitations.}, number={1}, journal={Performance Improvement}, publisher={Wiley}, author={Martin, Florence and Brooks, Robin Freeman and Gayford, Matthew C. and Hall, Herman A., IV and Whitfield, Kimberly Y.}, year={2011}, month={Jan}, pages={26–33} }
 @article{martin_2011, title={Instructional Design and the Importance of Instructional Alignment}, volume={35}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84859016205&partnerID=MN8TOARS}, DOI={10.1080/10668920802466483}, abstractNote={This paper highlights the instructional design process followed by the Maricopa Community College faculty in the creation of instructional modules in Digital Visual Literacy. The paper categorizes 10 tasks that an instructional designer, a teacher, or a trainer performs during the design phase of the instructional design process. The importance of alignment between each of these 10 instructional elements is stressed in the paper. Also described are two different design models (top-down model and the matrix model) that were used by the faculty in the design of instructional materials. The matrix model has been found to be more effective in aligning the 10 instructional elements. Also included are survey results on the importance of the instructional design elements and if instructors include these elements in their lesson design in a community college setting.}, number={12}, journal={Community College Journal of Research and Practice}, author={Martin, F.}, year={2011}, pages={955–972} }
 @inbook{martin_parker_ndoye_2011, place={Hershey, PA}, title={Measuring Success in a Synchronous Virtual Classroom}, ISSN={2326-9022 2326-9030}, url={http://dx.doi.org/10.4018/978-1-60960-615-2.ch011}, DOI={10.4018/978-1-60960-615-2.ch011}, abstractNote={This chapter will benefit those who teach individuals using the synchronous virtual classroom (SVC). The SVC model will help instructors design online courses that incorporate the factors that students need to be successful. This model will also help virtual classroom instructors and managers develop a systematic way of identifying and addressing the external and internal factors that might impact the success of their instruction. The strategies for empirically researching the SVC, which range from qualitative inquiry to experimental design, are discussed along with practical examples. This information will benefit instructors, researchers, non-profit and profit organizations, and academia.}, booktitle={Student Satisfaction and Learning Outcomes in E-Learning}, publisher={IGI Global}, author={Martin, Florence and Parker, Michele A. and Ndoye, Abdou}, editor={Eom, S.B. and Arbaugh, J.B.Editors}, year={2011}, pages={249–266} }
 @inproceedings{daniels_sugar_brown_green_martin_ritzhaupt_2011, title={Multimedia production curricula: Identifying essential competencies and skills}, booktitle={Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Daniels, H. and Sugar, W. and Brown, A. and Green, T. and Martin, F. and Ritzhaupt, A.}, year={2011}, month={Mar}, pages={1097–1099} }
 @inproceedings{daniels_sugar_bishop_brown_daniels_green_martin_ritzhaupt_2011, title={Multimedia production curricula: Identifying essential competencies and skills}, booktitle={Annual international conference of the Society for Information Technology in Education}, author={Daniels, H.L. and Sugar, W. and Bishop, M. and Brown, J. and Daniels, Lee and Green, T. and Martin, F. and Ritzhaupt, R.}, year={2011}, month={Mar} }
 @inproceedings{moallem_martin_pastore_2011, title={Potential of New Video Conferencing Tools for Bringing Distance & Online Learners to the Face-to-Face Classrooms: Bridging Physical Separation}, booktitle={E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Moallem, M. and Martin, F. and Pastore, R.}, year={2011}, month={Oct}, pages={773–781} }
 @inproceedings{pastore_moallem_martin_2011, title={The Impact of various communication tools on interaction in online learning: A comparative study}, booktitle={Association of Educational Communications and Technology Conference}, author={Pastore, R. and Moallem, M. and Martin, F.}, year={2011}, month={Nov} }
 @inproceedings{snider_martin_2011, title={Using the ISPI human performance technology model to evaluate web usability}, booktitle={Association of Educational Communications and Technology Conference}, author={Snider, J. and Martin, F.}, year={2011}, month={Nov} }
 @inbook{martin_parker_2011, place={Hershey, PA}, title={Virtual training at an Indian call center}, booktitle={Cases on Globalized and Culturally Appropriate E-Learning: Challenges and Solutions}, publisher={IGI Global}, author={Martin, F. and Parker, M.}, editor={Edmundson, A.Editor}, year={2011}, pages={90–92} }
 @inproceedings{roughton_martin_warren_gritmon_2011, title={What challenges do faculty face in adopting synchronous virtual classroom?}, booktitle={Association of Educational Communications and Technology Conference}, author={Roughton, C. and Martin, F. and Warren, J. and Gritmon, C.}, year={2011}, month={Nov} }
 @inproceedings{martin_parker_allred_2010, title={Adoption of virtual classrooms for online courses in higher education}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Parker, M.A. and Allred, B.}, year={2010}, month={Oct} }
 @inproceedings{martin_2010, title={Best practices for teaching in a synchronous virtual classroom}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77956514070&partnerID=MN8TOARS}, DOI={10.1109/T4E.2010.5550116}, abstractNote={One of the major challenges that distance educators still face today in designing effective online courses is including interactivity. One of the ways this challenge has been addressed is through the use of synchronous virtual classroom technology. In this session, we will discuss some of the best practices for teaching in a synchronous virtual classroom. The practices are categorized in different topics on how instructors who teach using synchronous virtual classrooms can make it more effective: (1) Before the Virtual Class session, (2) Introduction, (3) Limiting Access/Guest Access, (4) Network Connection, (5) Archiving, (6) PowerPoint Slides, (7) Interaction, and (8) Setting Class Rules. The participants will also be given a demo of the Horizon Wimba Virtual Classroom at the session (depending on the availability of the internet access).}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F.}, year={2010}, month={Oct}, pages={44–46} }
 @article{parker_grace_martin_2010, title={Do you teach in a virtual classroom? Measuring student's perceptions of the features and characteristics}, volume={7}, number={12}, journal={International Journal of Instructional Technology and Distance Learning}, author={Parker, M.A. and Grace, E.R. and Martin, F.}, year={2010}, month={Dec}, pages={17–28} }
 @article{gillispie_martin_parker_2010, title={Effects of a 3-D video game on middle school student achievement and attitude in mathematics}, volume={4}, number={1}, journal={Electronic Journal of Mathematics and Technology}, author={Gillispie, L. and Martin, F. and Parker, M.}, year={2010}, pages={68–80} }
 @article{gillispie_parker_martin_2010, title={Game play is important for learning}, volume={38}, number={1}, journal={Learning and Leading with Technology}, author={Gillispie, L. and Parker, M. and Martin, F.}, year={2010}, month={Aug}, pages={28–30} }
 @article{martin_i. tutty_su_2010, title={Influence of Learning Management Systems Self-efficacy on E-learning Performance}, volume={5}, ISSN={0973-2217 2230-7133}, url={http://dx.doi.org/10.26634/jsch.5.3.1086}, DOI={10.26634/jsch.5.3.1086}, abstractNote={Recent advancem ents in technology have changed the way educators teach and students learn (Wells, Fieger & Lange, 2005). In the last decade, educational trends have progressed towards online and blended instruction. One key in this revolution is the developm ent of the Learning Managem ent System (LMS); software that enables the m anagem ent and delivery of learning content and resources to students providing students the flexibility foranytim eandanywhere � learning. Research indicates learner self-efficacy with LMS m ay be a critical factor in e-learner satisfaction (Lee and Hwang, 2007) and perform ance. The goal of this study was to develop and validate an instrum ent that m easures students' confidence with LMS, and explore the relationship between LMS self-efficacy and course perform ance for e-learners. This study was conducted with 68 students enrolled in an instructional technology course. Student confidence for accessing the course content, tests and grades, asynchronous com m unication, synchronous com m unication and using advanced tools were m easured. Factor and post-hoc analysis were used to exam ine instrum ent dim ensionality. The com plete paper will discuss the full results of the study and designs for further validation, particularly with regard to im plications for m easuring student self-efficacy with LMS technologies. Patterns of confidence and perform ance will also be reported and discussed.}, number={3}, journal={i-manager's Journal on School Educational Technology}, publisher={i-manager Publications}, author={Martin, Florence and I. Tutty, Jeremy and Su, Yuyan}, year={2010}, month={Feb}, pages={26–35} }
 @inproceedings{martin_noonan_2010, title={Interactive technologies for synchronous online teaching}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Noonan, D.}, year={2010}, month={Oct} }
 @article{ritzhaupt_martin_daniels_2010, title={Multimedia competencies for educational technologist. A survey of professionals and job announcement analysis}, volume={19}, number={4}, journal={Journal of Educational Multimedia and Hypermedia}, author={Ritzhaupt, A. and Martin, F. and Daniels, K.}, year={2010}, month={Nov}, pages={421–449} }
 @inproceedings{martin_noonan_2010, title={Synchronous technologies for online teaching}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77956531716&partnerID=MN8TOARS}, DOI={10.1109/T4E.2010.5550062}, abstractNote={In this short paper, five different interactive technologies used to teach courses synchronously online will be showcased and demonstrated. These five technologies are Polycom PVX, Horizon Wimba Virtual Classroom, MediaSite, SharedView, and Skype. The advantages and disadvantages of these technologies will be discussed. This presentation will promote global education and will introduce opportunities for educators to maintain the interaction in the classroom while providing an option for the students to take classes online.}, booktitle={2010 International Conference on Technology for Education, T4E 2010}, author={Martin, F. and Noonan, D.}, year={2010}, pages={1–4} }
 @inproceedings{parker_martin_2010, title={Synchronous virtual classrooms: Student perceptions from an online and blended education course}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77956541747&partnerID=MN8TOARS}, DOI={10.1109/T4E.2010.5550054}, abstractNote={Virtual classrooms are online environments that enable students and instructors to interact as if they were face to face in a classroom. In this study, the researchers compared the perceptions of 57 undergraduate students who used the virtual classroom in a fully online and a blended education course. Students in the fully online course rated the virtual classroom features and characteristics higher than students in the blended course. There were statistically significant differences for 9 out of the 16 features that were investigated. Three of the four characteristics were statistically significant. Instructors can integrate this information in their course design and delivery to ensure that students benefit from a rewarding learning experience.}, booktitle={2010 International Conference on Technology for Education, T4E 2010}, author={Parker, M.A. and Martin, F.}, year={2010}, pages={93–100} }
 @inproceedings{bishop_brown_daniels_green_martin_ritzhaupt_sugar_2010, title={Teaching multimedia production curricula effectively: Identifying essential competencies and skills of instructional design and technology professionals}, booktitle={Association of Educational Communications and Technology Conference}, author={Bishop, M.J. and Brown, A. and Daniels, L. and Green, T. and Martin, F. and Ritzhaupt, A. and Sugar, B.}, year={2010}, month={Oct} }
 @article{parker_martin_2010, title={Using virtual classrooms: Student perceptions of features and characteristics in an online and a blended Course}, volume={6}, number={1}, journal={Journal of Online Learning and Teaching}, author={Parker, M. and Martin, F.}, year={2010}, month={Mar}, pages={135–147} }
 @inproceedings{parker_allred_martin_ndoye_reid-griffin_2009, title={Aligning NETS-T standards (NETS-T 2008) with technology products}, booktitle={Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Parker, M. and Allred, B. and Martin, F. and Ndoye, A. and Reid-Griffin, A.}, year={2009}, month={Mar}, pages={2066–2068} }
 @inproceedings{gillispie_martin_parker_2009, title={Effects of the dimension-M 3D video gaming experience on middle school student achievement and attitude in mathematics}, booktitle={Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Gillispie, L. and Martin, F. and Parker, M.}, year={2009}, month={Mar}, pages={1462–1469} }
 @inproceedings{martin_parker_reid-griffin_allred_ndoye_2009, title={Efolio technologies for digital students}, booktitle={Society for Information Technology and Teacher Education Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Martin, F. and Parker, M. and Reid-Griffin, A. and Allred, B. and Ndoye, A.}, year={2009}, month={Mar}, pages={126–129} }
 @inproceedings{tutty_martin_2009, title={Examining the foundations of educational technology course in 2009}, booktitle={Association of Educational Communications and Technology Conference}, author={Tutty, J. and Martin, F.}, year={2009}, month={Oct} }
 @inproceedings{martin_tutty_su_2009, title={Measuring learning management system self-efficacy}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Tutty, J. and Su, Y.}, year={2009}, month={Oct} }
 @inproceedings{martin_gillispie_2009, title={Multimedia Tools (Proprietary, Open Source and Freeware) for Developers}, booktitle={Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Martin, F. and Gillispie, L.}, year={2009}, month={Mar}, pages={601–606} }
 @inproceedings{martin_ritzhaupt_2009, title={Multimedia competencies for instructional technologist: A 2009 needs assessment}, booktitle={Association of Educational Communications and Technology Conference}, author={Martin, F. and Ritzhaupt, A.}, year={2009}, month={Oct} }
 @article{martin_hall_blakely_gayford_gunter_2009, title={The HPT model applied to a kayak company's registration process}, volume={48}, ISSN={1090-8811 1930-8272}, url={http://dx.doi.org/10.1002/pfi.20061}, DOI={10.1002/pfi.20061}, abstractNote={This case study describes the step-by-step application of the traditional human performance technology (HPT) model at a premier kayak company located on the coast of North Carolina. The HPT model was applied to address lost revenues related to three specific business issues: misinformed customers, dissatisfied customers, and guides not showing up for tours or lessons at the kayak company. The case study includes problem statements, organizational analysis, environmental analysis, gap analysis, cause analysis, and proposed interventions.}, number={3}, journal={Performance Improvement}, publisher={Wiley}, author={Martin, Florence and Hall, Herman A., IV and Blakely, Amanda and Gayford, Matthew C. and Gunter, Erin}, year={2009}, month={Mar}, pages={26–35} }
 @inproceedings{parker_martin_allred_2009, title={The effect of faculty and student personality type on perceptions of learning through virtual classrooms}, booktitle={Association of Educational Communications and Technology Conference}, author={Parker, M.A. and Martin, F. and Allred, S.E.}, year={2009}, month={Oct} }
 @inbook{tutty_martin_2009, place={Charlotte, NC}, title={User generated design: Teaching and learning with web2.0}, booktitle={Wired for Learning: An Educators Guide to Web 2.0}, publisher={Information Age Publishing}, author={Tutty, J. and Martin, F.}, editor={Kidd, T. and Chen, I.Editors}, year={2009}, pages={43–57} }
 @article{martin_2008, title={A performance technologist's approach to process performance improvement}, volume={47}, ISSN={1090-8811 1930-8272}, url={http://dx.doi.org/10.1002/pfi.184}, DOI={10.1002/pfi.184}, abstractNote={Process performance management provides detailed understanding of the design of a process to improve performance. This article highlights a process performance model aligned with the DMAIC (Define, Measure, Analyze, Improve and Control) steps of the Six Sigma model, but with additional substeps to guide process improvement. It thus identifies process improvement as one of the key tools in the performance technologist's toolkit and provides recommendations for methods, practices, and tools.}, number={2}, journal={Performance Improvement}, publisher={Wiley}, author={Martin, Florence}, year={2008}, pages={30–40} }
 @article{martin_spalter_friesen_gibson_2008, title={An approach to developing digital visual literacy (DVL)}, volume={14}, number={1}, journal={College and University Media Review}, author={Martin, F. and Spalter, A. and Friesen, O. and Gibson, J.}, year={2008}, pages={117–143} }
 @article{martin_2008, title={Blackboard as the learning management system in a computer literacy course}, volume={4}, number={2}, journal={Journal of Online Learning and Teaching}, author={Martin, F.}, year={2008}, month={Jun}, pages={138–145} }
 @inproceedings{martin_gibson_2008, title={Digital visual literacy for global inter-disciplinary curricula}, booktitle={2008 World Congress and International Association of Colleges Conference}, author={Martin, F. and Gibson, J.}, year={2008}, month={Feb} }
 @inproceedings{friesen_martin_gibson_2008, title={Digital visual literacy for information technology workforce curricula}, booktitle={TechEd 2008}, author={Friesen, O. and Martin, F. and Gibson, J.}, year={2008}, month={Apr} }
 @inproceedings{brooks_gibson_friesen_martin_2008, title={Digital visual literacy: Vital IT skills for the education workforce}, booktitle={Society for Information Technology and Teacher Education}, author={Brooks, J. and Gibson, J. and Friesen, O. and Martin, F.}, year={2008}, month={Mar} }
 @inproceedings{friesen_martin_gibson_2008, title={Digital visual literacy: Vital skills for IT curricula}, booktitle={Microcomputers in Education}, author={Friesen, O. and Martin, F. and Gibson, J.}, year={2008}, month={Mar} }
 @inproceedings{gibson_friesen_martin_2008, title={Digital visual literacy; Vital skills for interdisciplinary CTE curricula}, booktitle={AZTEC CTE Conference}, author={Gibson, J. and Friesen, O. and Martin, F.}, year={2008}, month={Jul} }
 @inproceedings{gibson_martin_2008, title={Digital visual literacy; Vital skills for interdisciplinary workforce}, booktitle={Educause Conference}, author={Gibson, J. and Martin, F.}, year={2008}, month={Oct} }
 @article{martin_klein_2008, title={Effects of objectives, practice, and review in multimedia instruction}, volume={17}, number={2}, journal={Journal of Educational Multimedia and Hypermedia}, author={Martin, F. and Klein, J.}, year={2008}, month={Apr}, pages={171–189} }
 @article{martin_2008, title={Effects of practice in a linear and non-linear web-based learning environment}, volume={11}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-58149343307&partnerID=MN8TOARS}, number={4}, journal={Educational Technology and Society}, author={Martin, F.}, year={2008}, pages={81–93} }
 @inproceedings{tutty_martin_2008, title={Learner as the designer: An instructional design and learning model for web 2.0}, booktitle={Association of Educational Communications and Technology}, author={Tutty, J. and Martin, F.}, year={2008}, month={Nov} }
 @inproceedings{martin_tutty_2008, title={Learning management system self-efficacy of online and hybrid learners}, booktitle={Proceeding of the New Learning Technologies Conference}, author={Martin, F. and Tutty, J.}, year={2008}, month={Feb} }
 @inproceedings{martin_tutty_2008, title={Learning management system self-efficacy of online and hybrid learners using LMS self-efficacy scale}, booktitle={UNC Teaching and Learning with Technology Conference}, author={Martin, F. and Tutty, J.}, year={2008}, month={Mar} }
 @inproceedings{martin_winzeler_2008, title={Multimedia competencies for instructional technologists}, booktitle={Proceeding of the UNC Teaching and Learning with Technology Conference}, author={Martin, F. and Winzeler, B.}, year={2008}, month={Mar} }
 @inproceedings{martin_2008, title={What do we want our students to tell us in the evaluations?}, booktitle={CREATE's National Evaluation Institute Conference}, author={Martin, F.}, year={2008}, month={Oct} }
 @article{martin_dunsworth_2007, title={A Methodical Formative Evaluation of Computer Literacy Course: What and How to Teach}, volume={6}, ISSN={1547-9714 1539-3585}, url={http://dx.doi.org/10.28945/205}, DOI={10.28945/205}, abstractNote={Introduction Evaluation is the process of gathering information that will facilitate improving a program (formative) or that will help determining its value (summative). Many experts have analyzed the difference between formative and summative evaluation. Markle (1989) stated that summative evaluation is an evaluation to prove but formative evaluation is an evaluation to improve the programs or the product. According to Baker and Alkin (1973), summative evaluation is the evaluation for validation while formative evaluation is the evaluation for revision. The term "formative evaluation" was coined by Scriven (1967) and is the process of collecting qualitative or quantitative data during the developmental stage of the instructional design process (Seels & Glasgow, 1990). The data collected is used to provide immediate feedback and helps to make revisions or modifications to the program before the final product is developed. One can evaluate almost anything, such as a person, a curriculum, a student, a process, a product, or a program (Tessmer, 1993). In the process of instructional development, the instructional designer evaluates the instructional materials to determine weaknesses in the instruction so that the material can be modified (Smith & Ragan, 1999). In this study, the focus of research is a formative approach where an evaluation is done to improve the curriculum design of computer literacy rather than a summative evaluation to prove the overall effectiveness of the curriculum. Formative evaluation of the course helped the instructors identify if the students achieved sufficient mastery of skills in the curriculum for the course, or if further instruction was needed in specific areas. It also helped to identify if both the instructors and students agreed on the importance of the instructional content and strategies of the course. Formative Evaluation in Computer Literacy Computer literacy has been defined as "an understanding of computer characteristics, capabilities, and applications, as well as an ability to implement this knowledge in the skillful, productive use of computer applications suitable to individual roles in society" (Simonson, Mauere, Montag-Toradi, & Whitaker, 1987, p. 233). Gupta (2006) defines it as the individual's ability to operate a computer system. This includes having a basic understanding of the file management processes such as formatting a disk and how to save, copy, delete, open, and print documents. It also involves using computer applications software to perform personal or job-related tasks, using web browsers and search engines online, and being able to email. Computer literacy is a fundamental part of the undergraduate curriculum in this decade. It is as basic to undergraduate students as the course work in the core curriculum (Dugger, Meade, Delany, & Nichols, 2003). Students educated in computer literacy use the computer skills in most of the other courses in their discipline. Previous studies have found that computer competency is essential to both academic and career achievement (Davis, 1999). Many studies have discussed the contents of computer literacy course and instructional strategies in terms of learning effectiveness. An "all-purpose computer literacy" class that expects everything to be taught in one semester is considered unrealistic (Beard, 1993). According to Ndahi and Gupta's study (2000) on workforce training, the most frequently required computer skills were word processing and the knowledge of database software. In addition, the trainees voiced a strong interest in learning file management and preparing presentations. Gupta (2006) found that basic parts and functions of information systems, system software, security and privacy issues, the use of application software (word processor, using a spreadsheet, preparing a presentation), and accessing remote computers should be among the course objectives of a basic computer literacy course. …}, journal={Journal of Information Technology Education: Research}, publisher={Informing Science Institute}, author={Martin, Florence and Dunsworth, Qi}, year={2007}, pages={123–134} }
 @inproceedings{martin_tutty_2007, title={Effect of practice in a linear and non-linear web-based learning environment}, booktitle={Proceeding of Association for Educational Communications and Technology conference}, author={Martin, F. and Tutty, J.}, year={2007}, month={Oct} }
 @inproceedings{martin_friesen_2007, title={Effectiveness of digital visual literacy in computer literacy Curriculum}, booktitle={National Science Foundation, ATE conference}, author={Martin, F. and Friesen, O.}, year={2007}, month={Oct} }
 @article{martin_klein_sullivan_2007, title={The impact of instructional elements in computer-based instruction}, volume={38}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-34250005492&partnerID=MN8TOARS}, DOI={10.1111/j.1467-8535.2006.00670.x}, abstractNote={This study investigated the effects of several elements of instruction (objectives, information, practice, examples and review) when they were combined in a systematic manner. College students enrolled in a computer literacy course used one of six different versions of a computer-based lesson delivered on the web to learn about input, processing, storage and output of a computer. The six versions of the program consisted of (1) a full version that contained information plus objectives, practice with feedback, examples and review, (2) a version without objectives, (3) one without examples, (4) one without practice, (5) one without review and (6) a lean version containing information only. Results indicated participants who used one of the four versions of the computer program that included practice performed significantly better on the posttest and had consistently more positive attitudes than those who did not receive practice. Implications for the development of computer-based instruction are explored.}, number={4}, journal={British Journal of Educational Technology}, author={Martin, F. and Klein, J.D. and Sullivan, H.}, year={2007}, pages={623–636} }
 @inproceedings{martin_klein_2005, title={Effects of instructional elements in computer based Instruction}, booktitle={Association for Educational Communications and Technology conference}, author={Martin, F. and Klein, J.}, year={2005}, month={Oct} }
 @article{klein_martin_tutty_su_2005, title={Teaching publications to instructional design & technology students}, volume={45}, number={4}, journal={Educational Technology}, author={Klein, J.D. and Martin, F. and Tutty, J. and Su, Y.}, year={2005}, pages={29–33} }
 @inproceedings{martin_klein_sullivan_2004, title={Effects of instructional events in computer based instruction}, booktitle={Association for Educational Communications and Technology conference}, author={Martin, F. and Klein, J. and Sullivan, H.}, year={2004}, month={Oct} }
 @inproceedings{klein_martin_tutty_su_2004, title={How do we teach research to instructional design and technology students?}, booktitle={Proceeding of Association for Educational Communications and Technology conference}, author={Klein, J. and Martin, F. and Tutty, J. and Su, Y.}, year={2004}, month={Oct} }
 @inproceedings{zhang_martin_igoe_2004, title={Teaching computer skills to beginners: What and how?}, booktitle={Proceeding of Association for Educational Communications and Technology conference}, author={Zhang, G. and Martin, F. and Igoe, A.}, year={2004}, month={Oct} }
 @inproceedings{martin_igoe_2004, title={Teaching computer skills to beginners: What and how?}, booktitle={Association for Educational Communications and Technology conference}, author={Martin, F. and Igoe, A.}, year={2004}, month={Oct} }
 @inproceedings{hancock-niemic_llama_mansfield_martin_klein_2004, title={Using human performance technology to identify potential barriers to online high school course development}, booktitle={Proceeding of Association for Educational Communications and Technology conference}, author={Hancock-Niemic, M. and Llama, G. and Mansfield, J. and Martin, F. and Klein, J.}, year={2004}, month={Oct} }
 @inproceedings{bevell_martin_ozgul_su_zhang_2003, title={New technologies, new ideas, new media selection models?}, booktitle={Association for Educational Communications and Technology conference}, author={Bevell, L. and Martin, F. and Ozgul, G. and Su, Y. and Zhang, G>}, year={2003}, month={Oct} }
 @inproceedings{martin_klein_igoe_2003, title={Teaching instructional media design: A needs assessment report}, booktitle={Proceeding of E-learn 2003}, author={Martin, F. and Klein, J. and Igoe, A.}, year={2003}, month={Nov} }