Publications

Shea P. & Bidjerano, T. (2014). Does online learning impede degree completion? A national study of community college students. Computers and Education, 75 (2), 103-111. Preprint

Traver, A., Volchock, E., Bidjerano, T., & Shea, P. (2014). Correlating community college students’ perceptions of community of inquiry presences with their completion of blended courses. Internet and Higher Education, 20, 1-9. Preprint

Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Bidjerano, T., Gozza-Cohen, M., Jian, S., Pickett, A., Wilde, J., Tseng, C. (2013). Online learner self regulation: Learning presence, viewed through quantitative content- and social network analysis. International Review of Research in Open and Distance Learning, 14(3),  427-461. Full Paper

Shea, P. & Bidjerano, T. (2012). Learning Presence As A Moderator In The Community Of Inquiry Model. Computers and Education, 59(2), 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,  1-16. DOI:10.1080/10494820.2011.584320  Preprint Paper

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. Paper

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

This site and related research activities are supported in part by the SUNY Learning Network, Office of the Provost, State University of New York.

Leave a Reply

Your email address will not be published. Required fields are marked *

*

You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>