Mari Jayne M Frederick

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Mari Jayne M Frederick

Mari Jayne M Frederick

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May 4, 2020
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Professor Frederick is the best at Santa Fe College.

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Biography

Santa Fe College - Computer Science


Experience

  • University of Florida

    IT System Network Administrator

    Mari Jayne M worked at University of Florida as a IT System Network Administrator

  • Santa Fe College

    Assistant Professor ITE Networking

    Teaching Networking and Cybersecurity courses in the ITE Department.

Education

  • Nova Southeastern University - Abraham S. Fischler School of Education

    Ed.D

    Instructional Technology & Distance Education

  • Nova Southeastern University - Abraham S. Fischler School of Education

    Master of Science (M.S.)

    Educational Technology & Distance Education

  • Dr. Charles L. Faires Dissertation of Distinction Award


    Doctoral Dissertation: A Comparison of Knowledge Transfer to Practice in Simulated Lab Environments and Hands-on Lab Environments

Publications

  • Comparison of Student Outcomes between ComputerBased Simulated and Hands-On Lab Environments

    Erudite Journal of Educational Research Reviews and Essay (EJERRE

    Vol. 1(1), pp. 1-6,

  • Comparison of Student Outcomes between ComputerBased Simulated and Hands-On Lab Environments

    Erudite Journal of Educational Research Reviews and Essay (EJERRE

    Vol. 1(1), pp. 1-6,

  • COMPARISON OF STUDENT OUTCOMES BETWEEN COMPUTER-BASED SIMULATED AND HANDS-ON LAB ENVIRONMENTS

    International Journal of University Teaching and Faculty Development

    ABSTRACT This study determined equivalent performance and transfer to practical skills in plant identification that occurred using a computer-based simulated lab compared to an original hands-on lab. United Kingdom undergraduate students and continuing education adults at a university participated. Significant differences were assessed between students using simulated and traditional labs considering academic scores, students’ abilities to transfer learning from classroom to hands-on tasks, and student assessed quality of learning. All course activities were identical except that the experimental group did lab activities with an online simulation, and the control group used in-person, hands-on labs. While academic scores were not different, the experimental group performed significantly better in transference of learning and indicated overall satisfaction significantly higher than the control group.

  • Comparison of Student Outcomes between ComputerBased Simulated and Hands-On Lab Environments

    Erudite Journal of Educational Research Reviews and Essay (EJERRE

    Vol. 1(1), pp. 1-6,

  • COMPARISON OF STUDENT OUTCOMES BETWEEN COMPUTER-BASED SIMULATED AND HANDS-ON LAB ENVIRONMENTS

    International Journal of University Teaching and Faculty Development

    ABSTRACT This study determined equivalent performance and transfer to practical skills in plant identification that occurred using a computer-based simulated lab compared to an original hands-on lab. United Kingdom undergraduate students and continuing education adults at a university participated. Significant differences were assessed between students using simulated and traditional labs considering academic scores, students’ abilities to transfer learning from classroom to hands-on tasks, and student assessed quality of learning. All course activities were identical except that the experimental group did lab activities with an online simulation, and the control group used in-person, hands-on labs. While academic scores were not different, the experimental group performed significantly better in transference of learning and indicated overall satisfaction significantly higher than the control group.

  • Distance Education at the University of Florida’s College of Agricultural & Life Sciences

    Distance Learning, Vol. 4, (4), pp. 63- 71

  • Comparison of Student Outcomes between ComputerBased Simulated and Hands-On Lab Environments

    Erudite Journal of Educational Research Reviews and Essay (EJERRE

    Vol. 1(1), pp. 1-6,

  • COMPARISON OF STUDENT OUTCOMES BETWEEN COMPUTER-BASED SIMULATED AND HANDS-ON LAB ENVIRONMENTS

    International Journal of University Teaching and Faculty Development

    ABSTRACT This study determined equivalent performance and transfer to practical skills in plant identification that occurred using a computer-based simulated lab compared to an original hands-on lab. United Kingdom undergraduate students and continuing education adults at a university participated. Significant differences were assessed between students using simulated and traditional labs considering academic scores, students’ abilities to transfer learning from classroom to hands-on tasks, and student assessed quality of learning. All course activities were identical except that the experimental group did lab activities with an online simulation, and the control group used in-person, hands-on labs. While academic scores were not different, the experimental group performed significantly better in transference of learning and indicated overall satisfaction significantly higher than the control group.

  • Distance Education at the University of Florida’s College of Agricultural & Life Sciences

    Distance Learning, Vol. 4, (4), pp. 63- 71

  • Comparison of Student Outcomes between ComputerBased Simulated and Hands-On Lab Environments

    Erudite Journal of Educational Research Reviews and Essay (EJERRE

    Vol. 1(1), pp. 1-6,

  • COMPARISON OF STUDENT OUTCOMES BETWEEN COMPUTER-BASED SIMULATED AND HANDS-ON LAB ENVIRONMENTS

    International Journal of University Teaching and Faculty Development

    ABSTRACT This study determined equivalent performance and transfer to practical skills in plant identification that occurred using a computer-based simulated lab compared to an original hands-on lab. United Kingdom undergraduate students and continuing education adults at a university participated. Significant differences were assessed between students using simulated and traditional labs considering academic scores, students’ abilities to transfer learning from classroom to hands-on tasks, and student assessed quality of learning. All course activities were identical except that the experimental group did lab activities with an online simulation, and the control group used in-person, hands-on labs. While academic scores were not different, the experimental group performed significantly better in transference of learning and indicated overall satisfaction significantly higher than the control group.

  • Distance Education at the University of Florida’s College of Agricultural & Life Sciences

    Distance Learning, Vol. 4, (4), pp. 63- 71

  • Comparison of Student Outcomes between ComputerBased Simulated and Hands-On Lab Environments

    Erudite Journal of Educational Research Reviews and Essay (EJERRE

    Vol. 1(1), pp. 1-6,

  • COMPARISON OF STUDENT OUTCOMES BETWEEN COMPUTER-BASED SIMULATED AND HANDS-ON LAB ENVIRONMENTS

    International Journal of University Teaching and Faculty Development

    ABSTRACT This study determined equivalent performance and transfer to practical skills in plant identification that occurred using a computer-based simulated lab compared to an original hands-on lab. United Kingdom undergraduate students and continuing education adults at a university participated. Significant differences were assessed between students using simulated and traditional labs considering academic scores, students’ abilities to transfer learning from classroom to hands-on tasks, and student assessed quality of learning. All course activities were identical except that the experimental group did lab activities with an online simulation, and the control group used in-person, hands-on labs. While academic scores were not different, the experimental group performed significantly better in transference of learning and indicated overall satisfaction significantly higher than the control group.

  • Distance Education at the University of Florida’s College of Agricultural & Life Sciences

    Distance Learning, Vol. 4, (4), pp. 63- 71

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CT 1120

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