KU Doctoral Research Investigating Educational Technology

Doctoral Research
  • Benefits of Online Class Notifications on Higher Education Courses
    by Ghada Abdulaziz Alsaif, Ph.D., The University of Kansas, 2017. [abstract]

  • The Influence of Technology on Language Learning and Motivation with Uzbek EFL and United States ESL Students
    by Feruz Akobirov PhD., The University of Kansas, 2017. [abstract]

  • Barriers to Integrating Information Technology in Libyan Higher Education
    by Faiza Saad Elshaikhi, Ph.D., The University of Kansas, 2015. [abstract]

  • Saudi Students’ Attitudes Toward Using Social Media to Support Learning
    by Hanan Ahmad Aifan, Ph.D., The University of Kansas, 2015. [abstract]

  • Model of Parent Engagement in Academic Support: Focus on Students with Disabilities.
    by Sharon Gan, Ph.D., The University of Kansas, 2014. [abstract]

  • Interactions in Online Courses and Student Academic Success.
    by Deborah L. Taylor, Ph.D., The University of Kansas, 2014. [abstract]

  • Strategies for Defining and Understanding Critical Technology Integration Terms.
    by Ahmed Yahya Fagehi, Ph.D., The University of Kansas, 2013. [abstract]

  • Factors that Influence Communication in eMentoring with Urban Alternative High School Students.
    by Edward Wilson Jr., Ph.D., The University of Kansas, 2012. [abstract]

  • The Influence of Mathematics Teachers’ Knowledge in Technology, Pedagogy and Content (TPACK) on Their Teaching Effectiveness in Saudi Public Schools.
    by Khaled Abdullah Alshehri, Ph.D., The University of Kansas, 2012. [abstract]

  • Enriching Critical Thinking and Language Learning with Educational Digital Libraries.
    by Hsin-lin Lu, Ph.D., The University of Kansas, 2012. [abstract]

  • Factors that Affect Faculty Attitudes Toward Adoption of Technology-Rich Blended Learning.
    by Khalid Hussain Moukali, Ph.D., The University of Kansas, 2012. [abstract]

  • The Effect of Mediated Glosses on Vocabulary Retention and Reading Comprehension with English Language Learners in Saudi Arabia.
    by Mansour Hussain Al Ghafli, Ph.D., University of Kansas, 2011. [abstract]

  • The Influence of Integrating Technology in Language Learning Courses.
    by Yulin Chen, Ph.D., University of Kansas, 2011. [abstract]

  • The Effects of Technology Enriched Mathematics Instruction on At-Risk Secondary School Students.
    by Fred Leonard Pellerito, Ph.D., University of Kansas, 2011. [abstract]

  • The impact of automated cognitive assistants on situational awareness in the brigade combat team.
    by Carl E. Fischer, Ph.D., University of Kansas, 2010. [abstract]

  • A comparison study of online course design and pedagogical feature preferences between continuing education students and instructors.
    by Hu, Charlene Xiaolin, Ph.D., University of Kansas, 2009. [abstract]

  • Factors that shape administrators' decisions for implementing online courses in small private universities.
    by Osborn, Kevin, D., Ph.D., University of Kansas, 2009. [abstract]

  • Exploring the history of and the emotional attachment to a teacher tool using a theoretical framework for interactions.
    by Merillat, Linda L., Ph.D., University of Kansas, 2008, 359 pages. [abstract]

  • The influence of information delivery systems in modified video games on learning.
    by Moshirnia, Andrew Vahid, Ph.D., University of Kansas, 2008, 225 pages. [abstract]

  • The effects of perceived web page aesthetic quality on reading comprehension performance.
    by Phongsatha, Satha, Ph.D., University of Kansas, 2008, 200 pages. [abstract]

  • Benefits, barriers, and attitudes of Saudi female faculty and students toward online learning in higher education.
    by Alaugab, Abdullah Mohammad, Ph.D., University of Kansas, 2007, 256 pages. [abstract]

  • The influence of electronic glosses on word retention and reading comprehension with Spanish language learners.
    by Ben Salem, Elyes, Ph.D., The University of Kansas, 2007, 147 pages. [abstract]

  • Perceived social presence in Thai and American Web-enhanced courses.
    by Phongsatha, Thanawan, Ph.D., University of Kansas, 2007, 135 pages. [abstract]

  • Perceptions of students and instructors of online and Web-enhanced course effectiveness in community colleges.
    by Tung, Chan K., Ph.D., University of Kansas, 2007, 236 pages. [abstract]

  • The relationship of self-regulated learning and academic performance in an online course environment.
    by Colorado, Jozenia T., Ph.D., The University of Kansas, 2006, 111 pages. [abstract]

  • Engaging students at high cognitive levels in peer-mentored online discussions.
    by Holland, Janet Louise, Ph.D., The University of Kansas, 2006, 226 pages. [abstract]

  • The adaptation of K--12 teachers to online teaching.
    by Powell, Jill, Ph.D., The University of Kansas, 2006, 158 pages. [abstract]

  • Validation of indicators by rating the proximity between similarity and dissimilarity among indicators in pairs for online course evaluation in postsecondary education.
    by Seok, Soonhwa, Ph.D., The University of Kansas, 2006, 237 pages. [abstract]

  • The effect of a gaming simulation on situational understanding of mid-level army officers.
    Prevou, Michael I. Ph.D., University of Kansas, 2006, 232 pages. [abstract]

  • Barriers to integrating information technology in Saudi Arabia science education.
    by Al-Alwani, Abdulkareem Eid Salamah, Ph.D., The University of Kansas, 2005, 202 pages; [abstract]

  • Attitudes, barriers and incentives of Saudi college instructors and administrators toward implementation of online instruction.
    by Al-Ghonaim, Hamad Saleh Abdulaziz, Ph.D., The University of Kansas, 2005, 218 pages; [abstract]

  • A pattern analysis of the social construction of knowledge in a discussion forum in an online community of practice.
    by Costanza, Michele N., Ph.D., The University of Kansas, 2005, 146 pages. [abstract]

  • Sharing and cultivating tacit knowledge in an e-learning environment: A naturalistic study.
    by Tee, Meng Yew, Ph.D., The University of Kansas, 2005, 223 pages. [abstract]

  • The use of sonification as an aid to listening task performance.
    by Isaacson, Robert E., Ph.D., The University of Kansas, 2004, 121 pages. [abstract]

  • Teacher verbal immediacy and sense of classroom community in online classes: Satisfaction, perceived learning, and online discussion.
    by Ni, Shu-Fang, Ph.D., The University of Kansas, 2004, 148 page [abstract]

  • Effects of prior knowledge and spatial ability on learning outcomes and cognitive load associated with rich and lean multimedia presentation.
    by Wilkinson, Diana L., Ph.D., The University of Kansas, 2004, 177 pages [abstract]

  • Effects of social motivation for learning and student social presence on engagement and satisfaction in online classes.
    by Newberry, Brian, Ph.D., University of Kansas, 2003, 175 pages. [abstract]

  • The effects of viewing and collaborating video portfolios on parents of young children with developmental delays.
    by Padmanabhan, Sandra Lee, Ph.D., University of Kansas, 2002, 221 pages, [abstract]

  • The effect of attitudes and self-efficacy on college student performance in online instruction.
    by Chang, Chiung-Sui, Ph.D., University of Kansas, 2000, 114 pages, [abstract]

  • The integration of on-line instruction into a Kansas community college: A naturalistic study.
    by Page, Kevin Eugene, Ph.D., University of Kansas, 2000, 298 pages. [abstract]

  • Using the Web to practice and learn grammar: ESL student perspectives
    by Quesada Pacheco, Allen G., Ph.D., University of Kansas, 2000, 170 pages. [abstract]

  • Perceptions of educational effectiveness of the World Wide Web in literature classrooms.
    by Roberts, Serena Kathrine, Ph.D., University of Kansas, 1999, 165 pages. [abstract]

  • Effects of multimedia instruction on achievement and attitudes.
    by Lehleitner, Gwendolyn Cross, Ph.D., University of Kansas, 1998, 148 pages. [abstract]

  • Discovery and experiential-based learning with computer simulations.
    by Flescher, Eric Z., Ed.D., University of Kansas, 1997, 114 pages. [abstract]

  • Effects of three interactive multimedia computer-assisted language learning programs on the vocabulary acquisition of elementary level EFL students.
    by Siribodhi, Tinsiri, Ph.D., University of Kansas, 1995, 135 pages. [abstract]

  • Efficacy of using attribution analysis to evaluate the effectiveness of media communications in an industrial setting.
    by Yacher, Sherman Louis, Ed.D., University of Kansas, 1995, 132 pages. [abstract]

  • Individual specialist versus group preparation for a computer programming contest involving secondary students.
    McAllister, Deborah Ann, Ed.D., University of Kansas, 1994, 396 pages. [abstract]

  • The effects of time-and-scope advisement within a hypertext environment.
    by Klayder, James R., Ph.D., University of Kansas, 1993, 126 pages. [abstract]

  • The effects of organized and unorganized pitch structure on a computer-assisted music reading task of young children.
    Kuribayashi, Fumio, Ph.D., University of Kansas, 1993, 168 pages. [abstract]

  • Form follows function: An approach to design student-computer graphic interfaces for effective instructional software.
    by Arthachinda, Chanisa, Ph.D., University of Kansas, 1991, 224 pages. [abstract]

  • The pilot implementation of an educational computer resource network: A naturalistic study.
    by Bichelmeyer, Barbara Anne, Ph.D., University of Kansas, 1991, 390. [abstract]

  • Glosses and dictionaries in paper and computer formats as adjunct aids to the reading of Spanish texts by university students.
    by Roby, Warren Brent, Ph.D., University of Kansas, 1991, 192 pages. [abstract]

  • Teachers and computer-mediated communication: A network analysis of communication constraints.
    by Broholm, John Raymond, Ph.D., University of Kansas, 1991, 249 pages. [abstract]

  • Learner control of review in computer-assisted instruction within a military training environment.
    by Allen, Gary William, Ph.D., University of Kansas, 1989, 205 pages. [abstract]

  • The effects of feedback in microcomputer courseware and learner locus-of-control on short-term recall and retention.
    by Nishikawa, Sue Sueko, Ph.D., University of Kansas, 1989, 139 pages. [abstract]

  • Learner and teacher controlled strategies for using video to teach oral skills.
    by El Menoufi, Misarah Ahmed, Ph.D., University of Kansas, 1988, 155 page. [abstract]

  • New communications technologies and distance education: A paradigm for the integration of video-based instruction.
    by Gunawardena, Charlotte Nirmalani, Ph.D., University of Kansas, 1988, 300 pages. [abstract]


The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university’s programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Executive Director of the Office of Institutional Opportunity & Access, IOA@ku.edu, 1246 West Campus Road, Room 153A, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas, medical center campuses).