Category: Dissertation

Congratulations Dr. Ashley King! #GoVols #GBO

Congrats to Dr. Ashley King, completing a Doctor of Philosophy degree in Education with a concentration in Learning Design and Technology at The University of Tennessee Knoxville, who today successfully defended her dissertation titled “Collaborative Online Learning Mediated Through Concurrent Update Technology in Asynchronous and Synchronous Environments”! Proud of you, Dr. King!

Committee Members: Dr. Enilda Romero-Hall (Chair), Dr. Joshua Rosenberg, Dr. Mitsunori Misawa, and Dr. Robert Fuller

Abstract: This dissertation investigates how collaborative modality (asynchronous versus synchronous) and collaborative technology (standard tools versus concurrent update tools) affect academic performance, perceived learning outcomes, and collaborative experiences in fully online higher education. Grounded in the Theory of Transactional Distance, the Community of Inquiry framework, and Social Presence Theory, the research addresses gaps in understanding how technology and instructional modality interact to shape collaboration when instructional content, assessments, and group tasks are held constant. Using a quasi-experimental 2Å~2 factorial design, undergraduate business students (n = 242) completed two small-group collaboration assignments in one of four conditions: asynchronous standard, asynchronous concurrent, synchronous standard, or synchronous concurrent. Data sources included objective performance scores, post-assignment surveys measuring perceptions of academic performance and collaborative experience, and demographic information. Analyses using ANOVA, Welch’s ANOVA, Games-Howell post hoc tests, and independent samples t-tests revealed that concurrent update tools were consistently associated with higher academic performance, particularly in asynchronous conditions, and with improved perceptions of group functioning, structure, and tool support. Synchronous conditions supported greater trust, affective connection, and engagement, while asynchronous concurrent conditions demonstrated notable performance advantages. Results indicate that neither collaboration alone nor concurrent update technology in isolation consistently improved outcomes; the most substantial benefits occurred when collaborative activities were purposefully structured and paired with concurrent update tools aligned with task demands and learning objectives. These findings refine and extend existing theoretical frameworks by showing how co-editing platforms can bridge structure, presence, and learner interaction across modalities. Practical implications include designing intentional collaborative activities supported by real-time tools in both synchronous and asynchronous environments, alongside institutional investments in platform access, student training, and learning management system integration. By centering both outcomes and the processes that shape collaboration, this dissertation advances empirical and theoretical understanding of technology-mediated collaboration in online higher education and offers actionable strategies for creating equitable, engaging, and effective digital learning environments.

Congratulations Dr. Hsin-Hui Chang! #GoVols #GBO

Congrats to Dr. Hsin-Hui Chang, completing a Doctor of Philosophy degree in Education with a concentration in Learning Design and Technology at The University of Tennessee Knoxville, for successfully defending your dissertation titled “Exploring Instructional Designers’ Role Shifting and Challenges in Higher Education throughout the COVID-19 Pandemic” on June 17, 2025.

Committee Members: Dr. Lisa Yamagata-Lynch (Chair), Dr. Jean Derco, Dr. Miriam Larson, and Dr. Enilda Romero-Hall

Abstract: 

In recent years, the COVID-19 pandemic has significantly impacted and challenged the higher education (HEd) community in numerous ways. While existing research has focused on institutions, faculty, and students, fewer studies have addressed the experiences of instructional designers (IDers). This study used Street-Level Bureaucracy (SLB) Theory and narrative research to explore whether IDers experienced shifts in their roles and responsibilities before, during, and after the COVID-19 pandemic, and to identify the challenges they faced. It also examined the strategies IDers adopted to address the rapid increase in instructional design (ID) needs prompted by the pandemic. Recruitment relied on purposive sampling, including email outreach through listservs and postings in ID forums. The results revealed that most participants experienced either a short- or long-term shift or expansion in their roles due to the pandemic’s impact on the U.S. HEd. Factors such as institutional size and structure, the number of in-house IDers, and the service ratio between IDers and clients were also found to exacerbate the challenges IDers faced.

Congratulations Dr. Makhosazana Lunga! #GoVols #GBO

Congrats to Dr. Makhosazana (Khosi) Lunga, completing a Doctor of Philosophy degree in Education with a concentration in Learning Design and Technology at The University of Tennessee Knoxville, for successfully defending your dissertation titled “Understanding Undergraduate Microbiology Instructors Online Course Design Judgement while Living Through the COVID-19 Pandemic”! #GoVols

Committee Members: Dr. Lisa Yamagata-Lynch (Chair), Dr. Boyd, Dr. Larson, and Dr. Romero-Hall

Abstract:

This qualitative, descriptive multiple-case study investigates the online teaching experiences of seven undergraduate microbiology instructors at public universities in South Africa and the United States during the COVID-19 pandemic. This study investigated instructors unfamiliar with online course development to (a) describe how they designed online courses during the COVID-19 pandemic, (b) discover what influenced how they designed those courses, and (c) detail why they made the respective design decisions. It leans into the theoretical tenets of social constructivism and follows a multiple case study approach, relying on interviews and document analysis. Instructors were recruited through criterion-based convenience sampling and snowball methods. They are faculty who traditionally taught in-person large-sized microbiology courses prior to the COVID-19 pandemic. They transitioned to an online learning modality during the pandemic. Despite the differences in these countries’ economies and educational systems, the study findings revealed that participant instructors exercised similar overlapping design judgments as they redesigned their courses during the COVID-19 pandemic. Participants indicated that they developed courses within the institution’s learning management systems, integrated open educational resources, and utilized various teaching tools, including digital games. They encouraged students to interact and work in teams, enabling them to co-construct their learning. However, instructors wrestled with balancing many teaching demands against anxious students’ expectations. Instructors also grappled with ways to accommodate diverse students’ needs while promoting equity, diversity, accessibility, and inclusion in an online learning environment. Most notably, there was tension between finding efficient ways to maintain rigor and protect assessment integrity while empathizing with students. As demand for online learning increases, the study’s findings aim to make explicit the connection between design judgment research and practice. The goal of this study is to draw attention to instructors’ unconscious assumptions, behaviors, attitudes, thoughts, experiences, beliefs, culture, goals, and skills that influence design decisions, particularly during disruptive events such as the COVID-19 pandemic. It aims to empower the instructional design community members with awareness and sensitivity to what instructors bring with them to the collaborative design process. 

Keywords: Authentic Learning Environment, Design Decisions, Design Judgments, Online Learning Environment, Social Constructivism Theory

Congratulations Dr. Aviann Morris!

Congrats to Dr. Aviann Morris for successfully defending your dissertation titled “Factors that Impact the Implementation of HyFlex Learning Environments of Higher Education Institutions within a Caribbean Context”!

Committee Members: Dr. Rob Branch (Chair), Dr. Jill Stefaniak, Dr. Lauren Bagdy, and Dr. Enilda Romero-Hall

Abstract:

Caribbean higher education institutions (HEIs) face unique challenges due to diverse student populations, geographic dispersion, and distinctive socio-economic contexts. Flexible models, such as HyFlex (hybrid-flexible) offer promising opportunities to provide equitable and adaptable educational environments. This study investigated factors influencing successful HyFlex implementation through a mixed-methods approach, including surveys and interviews analyzed via thematic content analysis guided by Activity Systems Theory (AST). Faculty reported challenges with managing dual instructional modalities, effective pedagogy, and technology integration. Institutional leaders noted fragmented administrative structures, regulatory constraints, and the need for decentralized budget systems. The findings emphasize that successful HyFlex adoption requires balancing investments in technological infrastructure and human resource development, alongside interdisciplinary collaboration, comprehensive professional training, and targeted institutional support. These insights inform policymakers and academic leaders aiming to create responsive and inclusive higher education environments.

Keywords: HyFlex learning environments, Activity Systems Theory, Caribbean higher education, Faculty preparedness, Flexible learning models 

Congratulations Dr. Afnan Alyanbaawi! #GoVols #GBO

It is defense season!

Congratulations to Dr. Afnan Alyanbaawi, completing a Doctor of Philosophy degree in Education with a concentration in Learning Design and Technology at The University of Tennessee Knoxville, who today defended her dissertation titled “Higher Education Faculty Perceptions and Implementation of Mobile Learning in Graduate Education”! #GoVols

Committee Members: Dr. Enilda Romero-Hall (Chair), Dr. Rachel Wong, Dr. Elizabeth MacTavish, Dr. Miriam Larson

Abstract:

Mobile learning (M-Learning) technology has emerged to enhance teaching and learning experiences, especially in higher education. This research aims to investigate graduate faculty perceptions of M-Learning. Also, the study investigates how faculty implement M-Learning in graduate education. There are three main research questions addressed in this dissertation study: (1) what are the graduate faculty perceptions of using M-Learning in graduate learning experiences? (2) Do the graduate faculty perceptions toward M-Learning differ according to demographic (i.e., age, gender, years of teaching experience, and area of expertise)? (3) How are graduate faculty implementing M-Learning in graduate education?

Data were collected using an electronic survey and individual interviews. One-way ANOVA was used to analyze the data from the electronic survey demographic. Inductive thematic analysis was used to analyze the interview data and the open-ended survey questions. The electronic survey results indicate that there are significant differences in the perceptions of M-Learning among graduate faculty based on their (a) age groups and (b) area of expertise. However, there are no significant differences in the perceptions of M-Learning among graduate faculty based on their (a) gender and (b) years of teaching experience. However, based on the electronic survey results, overall faculty are neutral on their perceptions about the use of M-Learning in graduate education. Faculty interviews indicate a wide range of specific views on M-Learning. Some graduate faculty have prior experience with M-Learning, while others have never considered usingit in their teaching. The research concludes that graduate faculty primarily considers M-Learning as hardware or software that can be used to fulfill basic course requirements such as accessing the learning management system (LMS) and the video conferencing software. The results suggest that graduate faculty members are interested in attending M-Learning professional development to better understand how to use M-Learning in graduate education.

Keywords: mobile learning, faculty perceptions, graduate education, implementation. 

Congratulations Dr. Hongyan Yang! #GoVols #GBO

Huge congrats to Dr. Hongyan Yang, completing a Doctor of Philosophy degree in Education with a concentration in Learning Design and Technology at The University of Tennessee Knoxville, who yesterday defended her dissertation titled “Interactions in Asynchronous Courses: Students Perspectives and Instructors Design Strategies”! #GoVols

Committee members: Dr. Rachel Wong (Chair), Dr. Enilda Romero-Hall, Dr. Jennifer Morrow, Dr. Miriam Larson

Abstract:

Asynchronous learning is becoming increasingly prevalent, making it essential to ensure its effectiveness for the academic success and satisfaction of distance learners. Designing interactive engagement in asynchronous courses is a challenge for many asynchronous instructors. This study aims to investigate students’ perspectives and experiences regarding interactions within asynchronous courses and explore effective instructional design strategies to integrate meaningful interactions to foster students’ learning. 

This dissertation research addresses three primary questions: (1) What is the relationship between students’ general satisfaction and diverse types of interactions, including learner-learner, learner-content, learner-instructor, and learner-interface interactions? (2) How do students rank the importance of these interactions? (3) What strategies do instructors use to facilitate these interactions?

Data were collected from 378 students using an online survey, and from 14 experienced asynchronous course instructors through qualitative interviews conducted via Zoom. For the survey quantitative data, correlations and multiple regression analysis were performed using SPSS, while interview qualitative data was analyzed using NVivo with descriptive coding.

The results of this study reveal that learner-content interaction is the strongest predictor of student satisfaction in asynchronous courses, highlighting the importance of high-quality, multimedia-rich, and well-organized course materials. While learner-instructor interaction also significantly influences satisfaction, the study emphasizes the need for timely communication, clear guidance, and a strong instructor presence. Additionally, the findings underscore the role of user-friendly technological platforms and the integration of peer interaction to foster a supportive learning community. Furthermore, the interviews with experienced instructors indicate that strategies such as the use of instructional videos, guided learning paths, and collaborative platforms, etc. are vital for improving learner engagement and success.

The findings suggest that enhancing student satisfaction and learning outcomes in asynchronous learning environments requires a balanced approach that prioritizes content quality, effective instructor support, and accessible technology. These insights contribute to the ongoing development of best practices in asynchronous course design, providing actionable recommendations that educators and instructional designers can implement to optimize the effectiveness of their courses.

10 Years!

You know when you go to an interview and the hiring committee ask you to predict the future! The typical question: Where do you see yourself in 5 or 10 years? Honestly, can we even answer this question? Don’t get me wrong I have asked this question and I have answered this question. We’re my predictions accurate? I don’t remember 😊

Today I was trying to make my way through my to-do list when I got a notification on my phone. It was one of those were you see a photo “on this days” years ago. I looked at it and it show me that:

10 years ago today I was hooded by my doctoral advisor, Dr. Ginger Watson and I celebrated my earning my doctoral degree (I actually had a bunch of revisions and didn’t really graduate until the end of summer but who cares I still partied like a rockstar!). I remember my mom and my brother came to celebrate with me and that was pretty awesome.

Doctoral advisor and a scholar who recently received her Ph.D. In their academic regalia.
Drs. Ginger Watson and Enilda Romero-Hall

5 years ago I was in Zurich, Switzerland leading a study abroad program with primarily undergraduate students and an alumni of the Instructional Design and Technology program from The University of Tampa. My co-coordinator Merrie was honestly the best! I don’t know how I would have finished this trip without Merrie! 💖

Switzerland study abroad program

Reflection on this post:

So I am now, 10 year later from getting hooded, wrapping up my first year as a faculty member at The University of Tennessee Knoxville. I am working on a research plan with my first doctoral student. I am conducting research with two additional graduate students. I am the graduate coordinator of the learning, design, and technology doctoral program and we are in the process of welcoming a nice group of doctoral students this fall (very exciting!). I am also working on other research and writing projects.

If you had asked me 10 years ago or even 5 years ago, where I was planning to be in ____ number of years, I do not know if I would have even been to come up with my current life. As we say in Panama: la vida es loca y a cualquiera le toca!

Your Goals

Unless you are independently wealthy or a master manipulator, you will have to work hard and make sacrifies to achieve your goals. I know to most people this may sound like a pretty obvious statement, but for some reason I get the impression that there are some who think that success just happens overnight. Trust me when I tell you I have made plenty of sacrifices to achieve pretty much everything that I have been able to accomplish including becoming a mother, purchasing materialistics things, and my professional accolades.

Right after I completed my undergraduate degree, I went on to do my master and doctoral degree. I studies non-stop for from my associates degree to my undergraduate to my master and then to my doctoral degree. Yes, I was a professional student for 12 consecutive years of my adult life. This does not include the two previous years of undergraduate studies that I did while I live in Panama (after graduating high school). By the time, I started my masters program, most of my friends (in Canada, the Unites States and Panama) were buying cars, buying houses, getting married, having kids, going on fancy vacations, and affording a lifestyle that I could not live because I was on a graduate student stipend.

But, I had a goal in mind. I knew what I wanted to do with my life. Therefore, I just stayed focus.

Why do I share this? I share this because I see graduate students comparing their journey with the journey of others. Trust me when I tell you that those who made it to the end (who earned their degree) also made sacrifices. You may not see how they worked hard or the sacrifices they made, but as someone who has been there I can honestly tell you it was not easy for them either.

It is also here where I would like to re-share a prior post I wrote called “Failure.” Here is a quote from that post:

“In academic circles, it gets really competitive. Heck, in life people get really competitive. We start looking at what others are doing and assuming that everyone is “doing things,” “going places,” and basically just “living the dream.” But the reality is that we are all working towards our goals and we all have moments of failures. That is just life.”

I would like to modify the last sentence of that quote and say: But the reality is that we are all working towards our goals and we all have moments of failure, sacrifices, and hard work. Stay focus on your goals and what you want to achieve.

By the way, sometimes I need this reminder too.

#AECT2017 Early Career Symposium: Now Accepting Applicants

AECT’s Research and Theory Division will be hosting the 2017 Early Career Symposium this year sponsored by AECT. The symposium will be held as a half day online conference October 28th and at the annual AECT International Convention on Tuesday, November 7 (half day 1-6 PM starting with lunch) and Wednesday, November 8 (half day, 7:30AM – noon, ending with lunch together with the AECT Board), 2017, in Jacksonville, Florida. The symposium will thus engage participants in a day and a half of focused career mentoring and networking.

The symposium will reimburse Early Career faculty and Advanced Graduate Students with the conference fee ($395 for Early Career Faculty and $240 for Advanced Graduate Students). Reimbursements are pending submission of receipts after the symposium.

http://www.aect.org/events/mentor/CareerSymposium.asp

 

Dissertation Successfully Defended!

Dissertation Defense Dissertation Defense

On June 7, 2013 I successfully defended my dissertation. I was happy to hear the feedback from my committee members. It was good to know that all the effort and energy had paid off. More importantly, I was happy to share my research with other academics that cared about it.

The dissertation defense was more than anything a discussion of the results, revisions that could enhance the document and questions about the process. It was hard to believe that I had actually conducted the research and written the document. I know at some point during the data collection process I thought…”I am never going to finish this thing!”

I must say that I am extremely grateful to all my participants. I cannot say that enough! Now I am working on final revisions to the document and once I get the “thumbs up” from my dissertation chair, I will be printing and delivering my dissertation. In my head, I imagine the sky will open and voice will say “Woooohooo!” but it is more likely that it will be a simple paper exchange.

Since it is 4th of July tomorrow, I would like to say to all: “Happy 4th! Be safe and enjoy some fireworks.”