Browsing by Subject "Presence"

Now showing 1 - 2 of 2
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    Direct Radical intuition: DE-centering the black box within MA 'space-time interval'
    (2013-05) Ellis, Charles Stephen; Robinson, Cory
    DIRECT Rad·i·cal in·tu·i·tion: DE-centering the black box within MA ‘space-time interval’ The process in the creation of my work in ‘studio furniture’ and the underlying research has its INTENTIONS in the elaboration of how ideas as ‘Direct Radical Intuition’ steeped in an Eastern perspective can be manifested into the ‘presence of making’. EXPLORATIONS into the physical making of the works will be revealed as ASSOCIATIONS in personal narratives describing how and why the process unfolds in Japanese Zen and Western Post Modern philosophical contexts. CONNECTIONS will be made through the forms of wedges and shims in the works to underpin how the Japanese concept of MA; ‘space- time interval’ and Post Modernist concept of de-centering is ‘working in the works.’ ‘Direct Radical Intuition’ allows the designer/ artist to look within and beyond self and culturally imposed boundaries. This insight leads toward an effortlessness embodied in a Zen saying of ichi-go ichi-e; ‘one time, one meeting.’ IMPLICATIONS thus can be made into the ‘presence of making’ that informs ‘a way of seeing’ into the vast creative human potentials. Charles S. Ellis_ 05.22.2013
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    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, Tamilyn
    Lack 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.