The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.

Christian theology (whether biblical or liturgical) generally affirms that God is somehow present in the setting of gathered worship. However, it is often the case that many worshippers themselves (and even ministers) might not perceive that God is present to the church in any discernible way, leading to worship practices that may functionally ignore God's presence, or that may attempt to conjure up some feeling that something transcendent is happening in worship. This thesis attempts to use Charles Taylor's concept of 'the immanent frame' to explain why believers and unbelievers alike might misinterpret worship. In doing so, this thesis applies Taylor's phenomenological methodology to several casual, popular-level accounts relating to perception of God's presence or absence in worship, revealing that the imminent frame does indeed come to bear on the ways in which people understand and experience worship, and suggesting that practitioners must learn to reinterpret worship.

This study examines the phenomena of (tele)presence in the distinct mediated environment of an online Christian worship service. A quantitative field experiment involving 48 participants who had just viewed a religious Internet broadcast was undertaken. Individual differences in personality and religiosity are examined in tandem with (tele)presence as predictors of a number of outcome variables, including memory, enjoyment of the online worship service and behavioral intention to be more active with the church. The results showed no significant relationship between religiosity and the experience of (tele)presence, but that users who experienced greater (tele)presence enjoyed the service more, had a greater ability to recognize information from the service, and had a greater intention to attend in the future. The implications for online worship services, along with the limitations of this study, are discussed.

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There is an apparent problem with children being abused in different ways in their everyday life and the lack of education related to these issues among working adults in the vicinity of these children, for example as social workers or teachers. There are formal courses in child interview training that teach participants how to talk to children in a correct manner. Avatar-mediation enables new methods of practicing this communication without having to involve a real child or role play face-to-face with another adult. In this study it was explored how a system could be designed in order to enable educational practice sessions where a child interview expert can be mediated through avatars in the form of virtual children. Prototypes were developed in order to evaluate the feasibility of the scenario regarding methods for controlling the avatar and how the avatar was perceived by the participants. It was found that there is a clear value in the educational approach of using avatar-mediation. From the perspective of the interactor it was found that using a circular radial interface for graphical representation of different emotions was possible to control a video-based avatar while simultaneously having a conversation with the participant. The results of the study include a proposed design of an interface, description of underlying system functionality and suggestions on how avatar behavior can be characterized in order to achieve a high level of presence for the participant.

Students who obtain college degrees have a higher earning potential and greater likelihood of employment. Although researchers have found that student enrollment and performance in online college courses has increased, attrition has also risen at a higher rate than in face-to-face courses. The problem of declining persistence in online courses at a rural community college in the Southeastern United States was addressed in this study. The community of inquiry framework was used in this qualitative case study to explore perceptions of 10 experienced online learners. The research questions were focused on students' perceptions of the roles of connectedness and student engagement as well as the techniques and strategies used to maintain connectedness. Data were collected through semistructured online audio interviews that were recorded, transcribed, open coded, and analyzed thematically. Findings indicated that students perceived the presence of engaging materials, elevated instructor presence, established social presence, and confirmed learning as promoters of cognitive presence and students' online course persistence. The resulting project consisted of a hybrid workshop series designed to enhance instructors' pedagogical practices to promote engagement and persistence in online courses. The workshop evaluation provided both formative and summative feedback from the workshop participants. The project contributes to social change through the ability of educators and program developers of online courses to garner new knowledge, as well as contributions to the continued viability of the focus institution and long-term economic stability for students.

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American philosopher and theologian, John M. Frame (1939—) is respected as one of the most outstanding systematic theologians in our day. Likely due to the fact that he is still living, academic scholarship on Frame is virtually non-existent. Still, his writings demand engagement especially in the light of his distinctive Lordship theology, and its unique core idea: perspectivalism, also known as the lordship principle. The aim of this present research is thus to define precisely what “lordship” means to Frame. Deciphering this meaning requires more than explication, but also interrogative interaction. The research will thus begin with a biblical-theological evaluation of the Framian idea of lordship in dialogue with the eminent, Dutch theologian, Abraham van de Beek. It then moves to an evaluation of how perspectivalism affects Frame’s views on ethics, apologetics, and theology of culture. The research in these areas will scrutinize Frame’s corpus as well as examine his views in colloquia with thinkers with shared interests. Because these disciplines are linked in Frame with other areas of his thought, the data also include explications and appraisals of his work in ontology and epistemology. Frame’s lordship principle is linked with a particular methodology. He sums the whole of God and his involvement with his creation according to three perspectives (hence perspectivalism). Those are God’s control, authority and presence. Frame sums the human response to these perspectives according to three related ideas: the existential, normative, and existential. God’s perspectival interaction with his creation, and the human response, by both Christian and non-Christian alike, leads Frame to original outcomes in dogmatics, which are explored in this work. The finding of this research demonstrates a theological approach that bridges both essential and constructive interests. That is to say that, on the one hand, Frame’s method is guided solely by the voice of Scripture while, on the other hand, his lordship principle presents historic Reformed theology afresh in ways previously undiscovered. Frame’s original approach may well set the stage for an awakening of Reformed thought. It is hoped that this seminal work will spark such a revival in theology. / PhD (Dogmatics), North-West University, Potchefstroom Campus, 2015