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Episode #69. Saturday July 31, 2021, 5:30 pm EDT

John Carroll’s 1963 article, “A model for school learning,” in Teachers College Record has been cited more than 5,100 times. That conceptual model regarding school learning designates a leading role of time in student achievement and degree of learning effectiveness. Carroll looked at the actual time needed for learning and the time actually spent in deriving his learning equations. Fast forward nearly 60 years later to 2021 and researchers are using Carroll’s ideas to design adaptive learning programs and systems for education. In Episode #69, Chuck Dziuban and Patsy Moskal from the University of Central Florida (UCF) will explain the implications of Carroll’s model for education as well as their research studies and findings to date on adaptive learning. Their paper, Adaptive Learning in Psychology: Wayfinding in the Digital Age, was recipient of the of the United States Distance Learning Association (USDLA) quality research paper award in 2017. Patsy, Chuck, and their colleague Tony Picciano and I have just signed a contract with Taylor and Francis for a book on learning analytics and adaptive learning.

Adding some spice to this session, Chuck and Patsy have spent decades conducting research on blended and fully online learning, resulting in several edited research volumes on blended learning; the newest of which, “Blended Learning Research Perspectives, 3” is currently in press (see image below). With blended learning as the starting point, their work in the “Research Initiative for Teaching Effectiveness” (RITE) in the Division of Digital Learning at UCF will be discussed as well as the history of faculty training programs for blended and online instruction. Such training programs at UCF are internationally known.

Finally, the second half of this episode will highlight their research on a scholarship program for low income communities in Central Florida called the Tangelo Park Program. This success story has seen significantly reduced crime in Tangelo Park since inception in the early 1990s. It has also resulted in 100% high school graduation rates as well as high levels of college attendance (“78 percent of those who remain in the community and attend a four-year institution will graduate with a degree, either directly or through a community college”). And there’s more such success data! We will have a conversation with Chuck and Patsy about the key components of this program as well as its potential sustainability, replicability, and scalability.

More below the video


Chuck Dziuban and Marcella Bush (2020, March 12). Educational Equity: A New Kind of Philanthropy, EDUCAUSE Review. Available:

Charles Dziuban is Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where has been a faculty member since 1970 teaching research design and statistics and is the founding director of the university’s Faculty Center for Teaching and Learning. He received his Ph.D. from the University of Wisconsin. Since 1996, he has directed the impact evaluation of UCF’s distributed learning initiative examining student and faculty outcomes as well as gauging the impact of online, blended and lecture capture courses on the university. Chuck has published in numerous journals including Multivariate Behavioral Research, The Psychological Bulletin, Educational and Psychological Measurement, the American Education Research Journal, the Phi Delta Kappan, the Internet in Higher Education, the Journal of Asynchronous Learning Networks, and the Sloan-C View. His methods for determining psychometric adequacy have been featured in both the SPSS and the SAS packages. He has received funding from several government and industrial agencies including the Ford Foundation, Centers for Disease Control, National Science Foundation and the Alfred P. Sloan Foundation. In 2000, Chuck was named UCF’s first ever Pegasus Professor for extraordinary research, teaching, and service and in 2005 received the honor of Professor Emeritus. In 2005, he received the Sloan Consortium award for Most Outstanding Achievement in Online Learning by an Individual. In 2007 he was appointed to the National Information and Communication Technology (ICT) Literacy Policy Council. In 2010, Chuck was named an inaugural Sloan-C Fellow. In 2012 the University of Central Florida initiated the Chuck D. Dziuban Award for Excellence in Online Teaching for UCF faculty members in honor of Chuck’s impact on the field of online teaching and learning. In 2017 Chuck received UCF’s inaugural Collective Excellence award for his work strengthening the university’s impact with the Tangelo Park Program and assumed the position of University Representative to the Rosen Foundation Tangelo Park and Parramore programs.

Chuck has co-authored, co-edited, or contributed to numerous books and chapters on blended and online learning including Handbook of Blended Learning Environments, Educating the Net Generation, and Blended Learning: Research Perspectives and Blended Learning: Research Perspectives, Vol 2. His book Conducting Research in Online and Blended Learning: New Pedagogical Frontiers written with Picciano, Graham and Moskal was released in fall 2015. He is a coauthor of the final book in the trilogy Blended Learning: Research Perspectives that will released in the spring of 2021. He has given over 100 presentations on how modern technologies impact learning at universities throughout the U.S and in numerous countries. Chuck can be contacted at or find him in LinkedIn or Google Scholar and his twitter handle is @papuga.

Patsy Moskal is Director for the Digital Learning Impact Evaluation in the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF). Since 1996, she has served as the liaison for faculty research involving digital learning technologies and in support of the scholarship of teaching and learning at UCF. Patsy specializes in statistics, graphics, program evaluation, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations. She has served as a co-principal investigator on grants from several government and industrial agencies including the National Science Foundation, the Alfred P. Sloan Foundation and the Gates Foundation-funded Next Generation Learning Challenges (NGLC). Patsy frequently serves as a proposal reviewer for conferences and journals, also serving on the editorial boards of the Online Learning journal, Education Sciences and The International Journal for the Scholarship of Technology Enhanced Learning, in addition to serving as a reviewer for NSF IUSE and SBIR/STTR proposals and DoE proposals.

In 2011 Dr. Moskal was named an Online Learning Consortium Fellow “In recognition of her groundbreaking work in the assessment of the impact and efficacy of online and blended learning.” Patsy is very active in both EDUCAUSE and Online Learning Consortium (OLC) conferences. She serves on the EDUCAUSE Analytics & Research Advisory Group and co-leads the EDUCAUSE Evidence of Impact Community Group. She currently serves on the OLC Board of Directors. Patsy has co-authored numerous articles and chapters on blended, adaptive, and online learning and is a frequent presenter at conferences and to other researchers. Her latest edited book (2021), with Picciano, Dziuban & Graham, is now available: Blended Learning Research Perspectives, Volume 3. Patsy can be contacted at Patsy Moskal or find her in LinkedIn or in EDUCAUSE.

I. For more on UCF’s support for Personalized and Adaptive Learning:

Personalized and Adaptive Learning (PAL) at UCF:

UCF PAL Faculty Spotlight:


II. For more on Chuck & Patsy’s adaptive learning research:

Dziuban, C., Howlin, C., Moskal, P., Muhs, T., Johnson, C., Griffin, R., & Hamilton, C. (2020) “Adaptive Analytics: It’s About Time,” Current Issues in Emerging eLearning: Vol. 7: Iss. 1, Article 4.

Two Realizeit blogs on the above research:

Howlin, C. (2021, January 4). Adaptive analytics: Predictive modeling based on teachable skills at UCF. Realizeit labs.

Howlin, C. (2021, January 5). Adaptive analytics: CTU – a time critical setting for predictive modeling. Realizeit labs.

Dziuban, C., Howlin, C., Moskal, P., Johnson, C., Eid, M., Kmetz, B. (2019). Adaptive Learning: Context and Complexity. E-mentor, 5(77),

Dziuban, C., Howlin, C., Moskal, P., Johnson, C., Parker, L., & Campbell, M. (2018). Adaptive learning: A stabilizing influence across disciplines and universities. Online Learning, 22(3), 7-39.

Dziuban, C., Moskal, P., Johnson, C., & Evans, D. (2017). Adaptive Learning: A Tale of Two Contexts. Current Issues in Emerging eLearning4(1), 3. Available at:

Moskal, P., Carter, D., & Johnson, D. (2017). 7 Things you should know about adaptive learning. EDUCAUSE ECAR Research bulletin. Louisville, CO: ECAR, January 4, 2017 Available at:

Dziuban, C., Howlin, C., Johnson, C., & Moskal, P. (2017). An adaptive learning partnership. EDUCAUSE Review. Retrieved from

Dziuban, C., Moskal, P., Hartman, J. (2016, September 30). Adapting to learn, learning to adapt. ECAR Research Bulletin.

Dziuban, C., Moskal, P., Cassisi, J., & Fawcett, A. (2016). Adaptive learning in psychology: wayfinding in the digital age. Online Learning20(3). Available at:, J.B. (1963). A model of school learning. Teachers College Record.  64( 8). pp. 723–723. Retrieved from

III. For more on Chuck & Patsy’s blended learning research:

Picciano, A.G., Dziuban, C.D., Graham, C.R., Moskal, P.D. (Eds.). (2021). Blended Learning Research Perspective, Volume 3. Routledge. Available from:

Dziuban, C., Shea, P., & Moskal, P. (2020). A question of blended learning: Treatment effect or boundary object? EDUCAUSE Review. Retrieved from

Dziuban, C., Graham, C.R., Moskal, P.D., Norberg, A., and Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3). Retrieved from:

Dziuban, C.D., Picciano, A.G., Graham, C.R. & Moskal, P.D. (2016). Conducting research in online and blended learning environments: New pedagogical frontiers. New York: Routledge. Available from:


IV. For more on the Tangelo Park Program and the Parramore Initiative:

Postal, L. (Jun 22, 2021). ‘An exciting day’: Eatonville students eligible for new college scholarships. The Orlando Sentinel. Retrieved from:

Fialkov, H. (Nov/Dec 2020). Harris Rosen: A heart of giving. Onyx Magazine. Retrieved from:

Dziuban, C. & Bush, M. (Mar 12, 2020). Educational equity: A new kind of philanthropy. EDUCAUSE Review. Retrieved from: