About

Rob Moore, Ph.D. is an Assistant Professor of Educational Technology at the University of Florida in the School of Teaching and Learning and the director of the IDEATE Lab in the Institute for Advanced Learning Technologies.

How do learners succeed in an increasingly complex and interconnected world? Rob's research attempts to answer this question through focused research on engagement, digital ecologies, and learning analytics. Studying learner relationships in digital ecologies means examining structure and engagement to inform actionable strategies to improve learning experiences. He explores these relationships through learning analytics to identify patterns in learner behavior that can influence learning design.

Currently, he is a Co-PI for the NSF-funded Learning Analytics in STEM Education Research (LASER) Institute. The LASER Institute is unique in that it supports underrepresented early and mid-career scholars in STEM by fostering their existing research agendas, as well as new lines of inquiry and collaborations. Specifically, the institute aims to give these scholars the resources and skills necessary to leverage new data sources and computational methods in their research.

Research Interests

Adult Education, Collaboration and Teaming, Design and Development of Educational Technology Interventions, Diverse Learners, Educational / Instructional Design, Emerging Technologies, Higher Education, Learning Culture and Technology, Mixed Methods, Multilevel Model, Online and Distance Education, Postsecondary Education, Quantitative Research, Research Design, Statistics / Applied Stats, Systematic Review Methods and Meta-analysis, Technology Trends and Issues

Education

• Ph.D. in Instructional Technology, 2018 - North Carolina State University, Raleigh, NC
• M.S. in Project Management, 2015 - Western Carolina University, Cullowhee, NC
• M.S. in Instructional Technology, 2013 - East Carolina University, Greenville, NC
• B.A. in Political Science, 2004 - University of North Carolina at Chapel Hill, NC

Professional Appointments

• Assistant Professor, Educational Technology, School of Teaching and Learning, College of Education, University of Florida, 2021-present
• Assistant Professor, Instructional Design and Technology, Department of STEM Education and Professional Studies, Darden College of Education & Professional Studies, Old Dominion University, 2019-2021
• Postdoctoral Fellow, Instructional Systems Technology, Department of Educational Leadership, College of Education, University of North Carolina at Charlotte, 2018-2019
• Lead Instructional Designer, Division of Information Technology, School of Government, University of North Carolina at Chapel Hill, 2010-2018

Activities and Honors

• Instructional Publications Award, Darden College of Education and Professional Studies, Old Dominion University, 2021
• Outstanding Journal Article Award for "Setting the pace: Examining cognitive processing in MOOC discussion forums with automatic text analysis," Association of Educational Communications and Technology (AECT), Design and Development Division, 2020
• Distance Education Journal Article (Quantitative) Award - 2nd Place for "Informing makerspace outcomes through a linguistic analysis of written and video-recorded project assessments," Association of Educational Communications and Technology (AECT), Division of Distance Learning (DDL), 2020
• Best Concurrent Proposal Award, Association of Educational Communications and Technology (AECT), Division of Distance Learning (DDL), 2019
• Immersive Learning Award (Non-Linear Design), Association of Educational Communications and Technology (AECT), Division of Emerging Learning and Technology, 2017
• Nova Southeastern Award for Outstanding Practice by a Graduate Student in Instructional Design, Association of Educational Communications and Technology (AECT), Division of Design and Development, 2016
• Outstanding Journal Award (3rd place) for "Importance of developing community in distance education courses," Association of Educational Communications and Technology (AECT), Division of Distance Learning (DDL), 2016
• McJulien Graduate Scholar Award, Association of Educational Communications and Technology (AECT), Division of Culture, Learning and Technology, 2015

Selected Grants

Selected Publications

• Moore, R. L., & Blackmon, S. J. (2022). From the learner’s perspective: A systematic review of MOOC learner experiences (2008–2021). Computers & Education, Advance online publication. https://doi.org/10.1016/j.compedu.2022.104596
• Moore, R. L. (2022). Introducing mesocredentials: Connecting MOOC achievement with academic credit. Distance Education, 43(2), 271–289. https://doi.org/10.1080/01587919.2022.2064823
• Hauert, S., Moore, R. L., & Nottingham, Q. (2021). Assessing an academic readiness model in a community college occupational program. Community College Journal of Research and Practice. Advance online publication. https://doi.org/10.1080/10668926.2021.1910597
• Powers, F. E., & Moore, R. L. (2021). When failure is an option: A scoping review of failure states in game-based learning. TechTrends, 65(3), 615-625. https://doi.org/10.1007/s11528-021-00606-8. Available at: https://rdcu.be/czvz1
• Moore, R. L., & Wang, C. (2021). Influence of learner motivational dispositions on MOOC completion. Journal of Computing in Higher Education, 33(1), 121-134. https://doi.org/10.1007/s12528-020-09258-8 Available at: https://rdcu.be/b40Wb
• Moore, R. L., Yen, C-J., Powers, F. E. (2021). Exploring the relationship between clout and cognitive processing in MOOC discussion forums. British Journal of Educational Technology, 52(1), 482-497. https://doi.org/10.1111/bjet.13033
• Oliver, K. M, Houchins, J., Moore, R. L., & Wang, C. (2021). Informing makerspace outcomes through a linguistic analysis of written and video-recorded project assessments. International Journal of Science and Mathematics Education, 19(3), 333-354. https://doi.org/10.1007/s10763-020-10060-2 Available at: https://rdcu.be/b42gB
• Lowenthal, P. R., & Moore, R. L. (2020). Exploring student perceptions of Flipgrid in online course. Online Learning, 24(4), 28-41. https://doi.org/10.24059/olj.v24i4.2335
• Martin, F., Chen, Y., Moore, R. L., & Westine, C. W. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68(4), 1903-1929. https://doi.org/10.1007/s11423-020-09793-2
• Lowell, V. L., & Moore, R. L. (2020). Developing practical knowledge and skills of online instructional design students through authentic learning and real-world activities. TechTrends, 64(4), 581-590. https://doi.org/10.1007/s11528-020-00518-z
• Oyarzun, B., Martin, F., & Moore, R. L. (2020). Time management matters: Online faculty perceptions of helpfulness of time management strategies. Distance Education, 41(1), 106-127. http://doi.org/10.1080/01587919.2020.1724773
• Moore, R. L. (2019). Welcome to Normalton: Exploring the design and development of a Land Use E-learning module library. International Journal of Designs for Learning, 10(1), 155-165. https://doi.org/10.14434/ijdl.v10i1.25610
• Moore, R. L., Oliver, K.M., & Wang, C. (2019). Setting the pace: Examining cognitive processing in MOOC discussion forums with automatic text analysis. Interactive Learning Environments, (5-6), 655-669. https://doi.org/10.1080/10494820.2019.1610453
• Moore, R. L., Blackmon, S. B., & Markham, J. M. (2018). Making the connection: Using mobile devices and PollEverywhere to gamify experiential learning for adult students. Journal of Interactive Learning Research, 29(3), 397-421. Available at https://digitalcommons.odu.edu/stemps_fac_pubs/102/
• Moore, R. L. (2016). Developing distance education content using the TAPPA Process. TechTrends, 60(5), 425-432. http://dx.doi.org/10.1007/s11528-016-0094-8
• Sugar, W., & Moore, R. L. (2015). Documenting current instructional design practices: Towards a typology of instructional designer activities, roles, and collaboration. The Journal of Applied Instructional Design, 5(1), 51-59. Available at: https://digitalcommons.odu.edu/stemps_fac_pubs/104/
• Moore, R.L. (2014). Importance of developing community in distance education courses. TechTrends, 58(2), 20-24. https://doi.org/10.1007/s11528-014-0733-x
• Knowles-Davis, M., & Moore, R. L. (in press). Not just a hashtag: Using Black Twitter to develop critical instructional material.
• Blackmon, S. J., & Moore, R. L. (2020). A framework to support interdisciplinary engagement with learning analytics. In D. Ifenthaler, & D. Gibson (Eds.), Adoption of data analytics in higher education learning and teaching. Advances in analytics for learning and teaching (pp. 39-52). Springer, Cham. http://doi.org/10.1007/978-3-030-47392-1_3
• Moore, R. L. (2019). The role of data analytics in education: Possibilities and limitations. In B. Khan, R. Corbeil, & M. Corbeil (Eds.), Responsible analytics and data mining in education: Global perspectives on quality, support, and decision-making (pp. 101-118). Routledge, New York. http://doi.org/10.4324/9780203728703-8
• Moore, R. L., & Fodrey, B. (2018). Distance education and technology infrastructure: Strategies and opportunities. In A. Pina, V. Walker, & B. Harris (Eds.), Leading and managing e-learning: What the e-learning learner needs to know (pp. 87-100). Springer, Cham. https://doi.org/10.1007/978-3-319-61780-0_7
• Moore, R. L. (2016). Interacting at a distance: Creating engagement in online learning environments. In L. Kyei-Blankson, J. Blankson, E. Ntulli, & C. Agyeman (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 401-425). Hershey, PA: IGI Global.

Selected Links

• Research Spotlight: Rob Moore
• LASER Institute
• Turning Distance Learning into Interactive Class