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Moore, Rob

Assistant Professor
School of Teaching and Learning

College of Education
University of Florida
2821 Norman Hall
PO Box 117048
Gainesville, FL 32611
Phone: 352-273-4214
Fax: 352-392-9193

Research Biography

Rob Moore, Ph.D. is an Assistant Professor of Educational Technology. His research analyzes online learning environments, focusing on massive open online courses (MOOCs), to identify ways to improve student learning in those contexts. He is particularly interested in leveraging learning analytics to ensure that online learning environments offer similar critical thinking and engagement levels as in face-to-face instruction.

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.


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

Key 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


Co-Principal Investigator (2021-2023). BSCER: IRM learning analytics in STEM Education Research (LASER) Institute, National Science Foundation, ECR-EHR Core Research, $993,150.

Selected Publications

Journal Articles

Roitsch, J., Horn, A. L., & Moore, R. L. (in press). Lessons learned: What the COVID-19 global pandemic has taught us about teaching, technology and students with Autism Spectrum Disorder. Journal of Enabling Technologies.

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). Advance online publication. https://doi.org/10.1007/s11528-021-00606-8

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
Available at: https://rdcu.be/b4179

Moore, R. L. (2020). Developing lifelong learning with heutagogy: Contexts, critiques and challenges. Distance Education, 41(3), 381-401. http://doi.org/10.1080/01587919.2020.1766949

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
Available at: https://rdcu.be/b4KuF

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
Available at: https://digitalcommons.odu.edu/stemps_fac_pubs/114/

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
Available at: https://digitalcommons.odu.edu/stemps_fac_pubs/110/

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
Available at: https://digitalcommons.odu.edu/stemps_fac_pubs/98/

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
Available at: http://rdcu.be/pi46

Book Chapters

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
Available at: https://digitalcommons.odu.edu/stemps_fac_pubs/130/

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
Available at: https://digitalcommons.odu.edu/stemps_fac_pubs/111/

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
Available at: http://bit.ly/infrastructure-rm

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.
Available at: https://digitalcommons.odu.edu/stemps_fac_pubs/95/

Selected Links

LASER Institute: https://www.fi.ncsu.edu/projects/laser-institute/

Turning distance learning into interactive class: https://www.polleverywhere.com/case-studies/turning-distance-learning-into-interactive-class