Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Bidjerano, T., Gozza-Cohen, M., Jian, S., Pickett, A., Wilde, J., Tseng, C. (2012). Online learner self regulation: Learning presence, viewed through quantitative content- and social network analysis. Paper presented at the American Educational Research Association annual meeting, Vancouver, Canada. Paper
Shea, P. & Bidjerano, T. (2012). Learning Presence As A Moderator In The Community Of Inquiry Model. Computers and Education, 59(2) pp. 316–326. Preprint
Shea, P., Hayes, S., Uzner, S., Vickers, J., Wilde, J., Gozza-Cohen, M., & Jian, S. (2012). Learning presence: A new conceptual element within the Community of Inquiry (CoI) framework. Internet and Higher Education, 15(2), 89-95.
DOI: 10.1016/j.iheduc.2011.08.002 Preprint
Shea, P. & Bidjerano, T. (2011). Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the Community of Inquiry Framework. Journal of Interactive Learning Environments, p 1-16. DOI:10.1080/10494820.2011.584320 Preprint
Shea, P., Gozza-Cohen, M., Uzuner, S., Mehta, R., Valtcheva, A., Hayes, S., & Vickers, J. (2011). The Community of Inquiry framework meets the SOLO taxonomy: A process-product model of online learning. Educational Media International 48(2), 101-113. Preprint
Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the Community of Inquiry framework: A Re-examination of measures and approach. International Review of Research in Open and Distance Learning 11(3), 127-154. Article
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(1), 1721-1731. Article
Shea, P., Hayes, S., Vickers, J., Uzuner, S., Gozza-Cohen, M, Mehta, R. & Valtcheva, A. (2010). A re-examination of the community of inquiry framework: Social network and quantitative content analysis. The Internet and Higher Education, 13(1-2), 10-21. Preprint
Shea, P. & Bidjerano, T. (2009). Cognitive presence: A cluster analysis. Journal of Computing in Higher Education, 21(3), 199-217. Preprint
Shea, P. & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers and Education, 52 (3), 543 – 553. Preprint
Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: An investigation of the community of inquiry model and the net generation. Journal of Educational Computing Research, 39 (4), 339-361.
Dziuban, C., Moskal, P., Brophy, J., & Shea, P. (2007). Technology-enhanced education and millennial students in higher education. Metropolitan Universities 18(3), 75-90.
Shea, P. (2007). Bridges and barriers to teaching online college courses: A study of experienced online faculty at 36 colleges. Journal of Asynchronous Learning Networks, 11(2), 73-128. Preprint
Dziuban, C., Moskal, P., Brophy, J., & Shea, P. (2007). Student satisfaction with asynchronous learning. Journal of Asynchronous Learning Networks, 11(1), 87-95. Article
Hiltz, R., Shea, P., & Kim, E. (2007). Using focus groups to study ALN faculty motivation. Journal of Asynchronous Learning Networks, 11(1), 107-124. Article
Shea, P., Li, C. S. & Pickett, A. (2006). A study of “teaching presence” and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175-191. Article
Shea, P., McCall, S., & Ozdogru, A. (2006). Adoption of the multimedia educational resource for learning and online teaching (MERLOT) among higher education faculty: Evidence from the State University of New York Learning Network. Journal of Online Teaching, 2(3), 136-156. Article
Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44. Article
Shea, P., Li, C., & Pickett, A. (2005). Increasing access to higher education: A study of the diffusion of online teaching among 913 college faculty. International Review of Research in Open and Distance Learning 6(2), 2-27. Article
Shea, P., Li, C., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82. Article
Shea, P., Pickett, A., & Pelz, W. (2003). A follow-up investigation of teaching presence in the SUNY Learning Network. Journal of Asynchronous Learning Networks, 7 (2), 61-80. Article
Shea, P., Fredericksen, E., Pickett, A., Pelz, W., and Swan, K. (2001) Measures of learning effectiveness in the SUNY Learning Network. In J. Bourne and J. Moore, (Eds), Online Education: Proceedings of the 2000 Sloan Summer Workshop on Asynchronous Learning Networks. Volume 2 in the Sloan-C series, (pp. 31-54). Needham, MA: Sloan-C Press. Article
Shea, P. (2000). Leveling the playing field: A study of captioned interactive video for second language learning. Journal of Educational Computing Research, 22(3), 243-263.
Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359-383.
Fredericksen, E., Shea, P., Pickett, A., Pelz, W., & Swan, K. (2000). Factors influencing faculty satisfaction with asynchronous teaching and learning in the SUNY Learning Network. Journal of Asynchronous Learning Networks, 4(3), 245-272. Article