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Professor Florence Martin is Professor of Learning, Design and Technology with North Carolina State University. Florence’s teaching spans asynchronous, synchronous and bisyncronous modalities – and her applied research (and associated systematic reviews of literature) informs her teaching, while also enriching the practice of others.
Interview: https://episodes.castos.com/onlinelearninglegends/1637297/c1e-qw1vu41vj3uk20k0-p80xpov4s3zo-ssdngh.mp3 | recorded December 2023
Florence’s online profile: http://opening-up.education/about
Florence’s Google Scholar account: https://scholar.google.com/citations?user=n_Nf3fgAAAAJ&hl=en&oi=ao
Nominated works (free to access):
- Martin, F., Oyarzun B., & Sadaf., A. (2023). Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies. Online Learning, 27(4), 144-170. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/4019
- Martin, F., Kumar, S., & She, L. (2021). Examining Higher Education Instructor Roles and Competencies for Online Teaching. Online Learning, 25(4), 187-215. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2570
- Martin, F., Bolliger, D., & Flowers, C. (2021). Design Matters: Development and Validation of the Online Course Design Elements (OCDE). International Review of Research in Open and Distributed Learning, 22(2), 46-71. https://www.irrodl.org/index.php/irrodl/article/view/5187
- Martin, F., Wang, C., & Sadaf. A. (2020). Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses. Online Learning, 24(1), 28-49. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1980
- Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205-222. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1092
Nominated works (may require purchase):
- Martin, F., Kumar, S., Ritzhaupt, A., & Polly, D. (2023). Bichronous Online Learning: Award-Winning Online Instructor Practices of Blending Asynchronous and Synchronous Online Modalities. The Internet and Higher Education, 56, 100879. https://www.sciencedirect.com/science/article/abs/pii/S1096751622000355
- Martin, F., & Borup, J. (2022). Online Learner Engagement: Conceptual Definitions, Research Themes, and Supportive Practices. Educational Psychologist, 57(3), 162-177. https://www.tandfonline.com/doi/full/10.1080/00461520.2022.2089147
- Martin, F., Sun, T., Westine, C., Ritzhaupt, A. D. (2022). Examining Research on the Impact of Distance and Online Learning: A Second-Order Meta-Analysis Study. Educational Research Review, 100438. https://www.sciencedirect.com/science/article/abs/pii/S1747938X22000070
- Martin, F., Sun, T., & Westine, C.D. (2020). A Systematic Review of Research on Online Teaching and Learning from 2009 to 2018. Computers & Education, 159. https://www.sciencedirect.com/science/article/pii/S0360131520302074
- Martin, F., Ritzhaupt, A. Kumar, S., & Budhrani, K. (2019). Award-winning Faculty Online Teaching Practices: Course design, Assessment and Evaluation, and Facilitation. The Internet and Higher Education, 42, 34-43. https://www.sciencedirect.com/science/article/abs/pii/S1096751618305669