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Item Nursing students' perceptions of presence in online courses(2015-08-27) Van Schyndel, Jennie L.; Halstead, Judith Ann; Pesut, Daniel J.; Fisher, Mary L.; Bakas, TamilynLack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students' perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey. Findings indicated students' perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students' perceptions of presence in online courses and improve student satisfaction with online learning.Item Online guided meditation training (Isha Kriya) improves self-reported symptoms of anxiety and depression within 2 weeks of practice-An observational study(Frontiers Media, 2022-09-23) Hariri, Sepideh; Vishnubhotla, Ramana V.; Reed, Preeti Upadhyay; Rayapuraju, Akila; Orui, Hibiki; Balachundhar, Pavitra; Sadhasivam, Senthilkumar; Subramaniam, Balachundhar; Radiology and Imaging Sciences, School of MedicineIntroduction: Anxiety and depression have increased dramatically 2-3-fold with the COVID-19 pandemic. There is an urgent need for safe, cost-effective, and scalable approaches to alleviate this parallel mental health pandemic. Meditation has previously been shown to reduce stress, anxiety, and depression symptoms. Furthermore, online delivery of mind-body interventions will be impactful in addressing disparities in access to mental healthcare. In this observational pilot study, we investigate the impact of a digitally delivered guided meditation followed by daily practice on symptoms of anxiety and depression. Methods: Initially, 57 male and 202 female subjects enrolled in this study. Participants attended a webinar where they learned the Isha Kriya meditation practice. They were subsequently requested to perform the intervention daily for 6 weeks. Subjects were given scales to assess anxiety and depression at baseline, 2, 4, and 6 weeks following the training. The changes in the self-reported anxiety and depression scores were examined by the linear mixed effect models. Results: Participants completed survey responses for the following time points: baseline (n = 82), week 2 (n = 58), week 4 (n = 37), and week 6 (n = 28). During the 6 weeks of the study over 68% of subjects were compliant with their daily practice. When comparing baseline with week 2, the mean anxiety scores decreased from 25.4 to 16.8 (p < 0.01, d = 1.31). Similarly, mean depression scores decreased from 15 to 8.81 (p < 0.01, d = 0.9). The reduced scores for both anxiety and depression were maintained at weeks 4 and 6. Conclusion: This preliminary study assesses the effectiveness of online meditation training on self-reported symptoms of anxiety and depression. After 2 weeks of practice, those with baseline anxiety and depression showed significant improvement with a large effect size. The results from weeks 4 and 6 show sustained reduced anxiety and depression symptoms. These findings suggest that daily Isha Kriya practice could alleviate symptoms of these conditions. Future studies utilizing randomized control trials should be conducted to rigorously evaluate the benefits of this meditation practice on anxiety and depression.Item Understanding online K-12 students through a demographic study(Contact Nord, 2014-12) Corry, Michael; Dardick, William; Ianacone, Robert; Stella, Julie; Technology and Leadership Communication, School of Engineering and TechnologyOnline K-12 learning opportunities have proliferated, but much remains to be understood about the characteristics of participating students. This study presents a demographic profile of fulltime, K-12 online learners today and compares them with public school students nationwide in the United States. The data was collected from a parent survey that produced 119,155 valid responses/records for students enrolled full-time in online K-12 public schools in 43 states. The study shows that the online student population includes somewhat more females than males, and more middle school than elementary or high school students. White students are overrepresented among full-time online learners compared with their share of the nationwide student population, while Hispanic/Latino and Asian/Pacific Islander students are underrepresented. Gifted and talented students and English language learners (ELLs) are also underrepresented. These data provide a baseline for more detailed explorations and can assist practitioners, policy makers, and researchers in making important decisions about online education that have implications for all students.