Search results for author:"Peter Shea"
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Peter Shea
University at Albany
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Learning Presence in the Community of Inquiry Model: Towards a Theory of Online Learner Self- and Co-regulation
Peter Shea
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2556–2565
Abstract: This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson, Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an ...
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Introduction
Peter Shea
Online Learning Journal Vol. 18, No. 2 (Jun 20, 2014)
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Leveling the Playing Field: A Study of Captioned Interactive Video for Second Language Learning
Peter Shea
Journal of Educational Computing Research Vol. 22, No. 3 (2000) pp. 243–63
Presents a study of integrated computer technology which incorporates pace-controlled syntactic chunking in a captioned video presentation. In addition to increasing student motivation and learning efficiency over time, the program supplied the...
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Online Course Enrollment in Community College and Degree Completion: The Tipping Point
Peter Shea; Temi Bidjerano
The International Review of Research in Open and Distributed Learning Vol. 19, No. 2 (May 01, 2018)
Recent research indicates that certain students are at risk of lower levels of academic performance in online settings when compared to peers who study only in the classroom. Community college students have been a population of particular concern....
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Cognitive Presence and Online Learner Engagement: A Cluster Analysis of the Community of Inquiry Framework
Peter Shea; Temi Bidjerano
Journal of Computing in Higher Education Vol. 21, No. 3 (December 2009) pp. 199–217
In this paper we make the case that online learning continues to grow at a rapid rate and that understanding this innovative mode of education requires analysis that is both conceptually and empirically driven. This study inquires into the concept...
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Leveling the playing field: A study of captioned interactive video in a technology-integrated foreign language curriculum
Peter James Shea
(1998) pp. 1–113
In this dissertation, I present the argument that foreign-language learning in the U.S. suffers from three general deficiencies. The first of these is lack of learner motivation. A variety of causes are identified which contribute to the general...
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Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments
Peter Shea; Temi Bidjerano
Computers & Education Vol. 55, No. 4 pp. 1721–1731
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165...
Language: English
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Measures of Quality in Online Education: An Investigation of the Community of Inquiry Model and the Net Generation
Peter Shea; Temi Bidjerano
Journal of Educational Computing Research Vol. 39, No. 4 (2008) pp. 339–361
The goal of this article is to present and validate an instrument that reflects the Community of Inquiry Model (Garrison, Anderson, & Archer, 2000, 2001) and inquire into whether the instrument and the model it reflects explain variation in levels...
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Online Learning in the 30 Community Colleges of the State University of New York: Differences in Outcomes between Classroom and Online Coursework
Peter Shea; Temi Bidjerano
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 1192–1198
This study extends prior work on questions related to the academic performance of community college students enrolled in online coursework. Using data from the entire community college system of the State University of New York the study employs...
Topics: Research Perspectives
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The Evolution of Faculty Development and Course Design at the SUNY Learning Network
Alexandra Pickett; Peter Shea
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 1393–1394
This paper describes the creation of a scaleable and replicable faculty development process at the SUNY Learning Network. This comprehensive approach includes: an online faculty resource and information gateway, an asynchronous conference for all ...
Topics: Faculty, Instructional Design
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A National Study of Differences between Online and Classroom-Only Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout
Peter Shea; Temi Bidjerano
Journal of Asynchronous Learning Networks Vol. 20, No. 3 (2016) pp. 14–15
Previous research indicates that online learning at the community college level results in higher rates of withdrawal, failure, and dropout compared to classroom-based education (Xu & Smith Jaggars, 2011; Smith-Jaggars & Xu, 2010). The...
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Does online learning impede degree completion? A national study of community college students
Peter Shea; Temi Bidjerano
Computers & Education Vol. 75, No. 1 (June 2014) pp. 103–111
Using a nationally representative sample (The Beginning Postsecondary Student Survey, BPS 04/09), this study examined the associations between enrollment in credit-bearing distance education courses and degree attainment. We sought to determine...
Language: English
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Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education
Peter Shea; Temi Bidjerano
Computers & Education Vol. 52, No. 3 (April 2009) pp. 543–553
In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence...
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Learning presence as a moderator in the community of inquiry model
Peter Shea; Temi Bidjerano
Computers & Education Vol. 59, No. 2 (September 2012) pp. 316–326
This study of over 2000 US college students examines the Community of Inquiry framework (CoI) in its capacity to describe and explain differences in learning outcomes in hybrid and fully online learning environments. We hypothesize that the CoI...
Language: English
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Student Satisfaction and Perceived Learning in Internet-Based Higher Education
Peter Shea; Eric Fredericksen; Alexandra Pickett
World Conference on Educational Media and Technology 2000 (2000) pp. 1067–1072
In the fall of 1999 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and perceived learning in an entirely on-line learning environment. The goals of the research were to begin to build a profile of...
Topics: Social Studies, Students
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Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach
Peter Shea; Suzanne Hayes; Jason Vickers
The International Review of Research in Open and Distributed Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 127–154
With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework ...
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Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning
Suzanne Hayes; Sedef Uzuner Smith; Peter Shea
Journal of Asynchronous Learning Networks Vol. 19, No. 3 (2015) pp. 15–31
As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue...
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Using Focus Groups to Study ALN Faculty Motivation
Starr Roxanne Hiltz; Peter Shea; Eunhee Kim
Journal of Asynchronous Learning Networks Vol. 14, No. 1 (March 2010) pp. 21–38
What are the most significant factors that motivate and inhibit faculty with regard to teaching in online environments? And what are the specific kinds of experiences that underlie and explain the importance of these factors? One goal of this study...
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A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses
Peter Shea; Chun Sau Li; Alexandra Pickett
Internet and Higher Education Vol. 9, No. 3 (2006) pp. 175–190
This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in academic success and persistence in...
Language: English
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Using Focus Groups to Study ALN Faculty Motivation
Starr Roxanne Hiltz; Peter Shea; Eunhee Kim
Journal of Asynchronous Learning Networks Vol. 11, No. 1 (April 2007) pp. 107–124
What are the most significant factors that motivate and inhibit faculty with regard to teaching in online environments? And what are the specific kinds of experiences that underlie and explain the importance of these factors? One goal of this study...
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Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty
Peter Shea; Alexandra Pickett; Chun Li
International Review of Research in Open and Distance Learning Vol. 6, No. 2 (Jul 01, 2005)
Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of...
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A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014
Sedef Smith; Suzanne Hayes; Peter Shea
Online Learning Journal Vol. 21, No. 1 (Mar 21, 2017)
After presenting a brief overview of the key elements that underpin Etienne Wenger\u2019s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant...
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Student Satisfaction with Asynchronous Learning
Charles Dziuban; Patsy Moskal; Jay Brophy; Peter Shea
Journal of Asynchronous Learning Networks Vol. 11, No. 1 (April 2007) pp. 87–95
The authors discuss elements that potentially impact student satisfaction with asynchronous learning: the media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, and the digital...
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Course Design Factors Influencing the Success of Online Learning
Karen Swan; Peter Shea; Eric Fredericksen; Alexandra Pickett; Greg Maher
WebNet World Conference on the WWW and Internet 2000 (2000) pp. 513–518
This paper looks at factors affecting the success of asynchronous online learning through an investigation of relationships between student perceptions and course design factors in one of the largest asynchronous learning networks in the country....
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Examining the extent and nature of online learning in American K-12 Education: The research initiatives of the Alfred P. Sloan Foundation
Anthony G. Picciano; Jeff Seaman; Peter Shea; Karen Swan
Internet and Higher Education Vol. 15, No. 2 (March 2012) pp. 127–135
In 1992, the Alfred P. Sloan Foundation began its
Language: English
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Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses
Amy E. Traver; Edward Volchok; Temi Bidjerano; Peter Shea
Internet and Higher Education Vol. 20, No. 1 (January 2014) pp. 1–9
Community colleges enroll more online learners than any other institution in higher education in the United States. While online community college courses expand access to higher education, their high attrition rates negatively impact student...
Language: English
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Researching Online Communities of Inquiry: New CoI Survey Instrument
Karen Swan; Jennifer Richardson; Philip Ice; Peter Shea; Martha Cleveland-Innes; Sebastian Diaz; Randy Garrison
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5812–5820
The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provides a theoretical model of online learning processes that has been used by many scholars in the field of online education. However, research utilizing...
Topics: Educational Technology, Distance Education, Community, Instructional Design, Networking Technologies
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Reconceptualizing the community of inquiry framework: An exploratory analysis
Peter Shea; Suzanne Hayes; Sedef Uzuner-Smith; Mary Gozza-Cohen; Jason Vickers; Temi Bidjerano
Internet and Higher Education Vol. 23, No. 1 (October 2014) pp. 9–17
Constructs requiring additional conceptualization within the Community of Inquiry framework for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the...
Language: English
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A Single Idea That Changes Everything: Development of an E-learning Program on Peacebuilding
Thad Stott; Ryan Dean; Shea Stott; Ai Mitsuya; Hikari Suita; Peter Chan; Chad Ford
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 236–241
Abstract: This paper describes an instructional development project that creates an online platform for teaching the complex concept of peacebuilding. It uses an instructional design model for higher order thinking and engages experts as well as...
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Building Knowledge Building Communities: Consistency, Contact and Communication in the Virtual Classroom
Karen Swan; Peter Shea; Eric Fredericksen; Alexandra Pickett; William Pelz; Greg Maher
Journal of Educational Computing Research Vol. 23, No. 4 (2000) pp. 359–83
Examines factors affecting the success of asynchronous online learning both through a review of the research and through an empirical investigation of student perceptions and course design factors in one of the largest asynchronous learning networks ...
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The Community of Inquiry Framework Meets the SOLO Taxonomy: A Process-Product Model of Online Learning
Peter Shea; Mary Gozza-Cohen; Sedef Uzuner; Ruchi Mehta; Anna Valentinova Valtcheva; Suzanne Hayes; Jason Vickers
Educational Media International Vol. 48, No. 2 (2011) pp. 101–113
This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete...
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A re-examination of the community of inquiry framework: Social network and content analysis
Peter Shea; Suzanne Hayes; Jason Vickers; Mary Gozza-Cohen; Sedef Uzuner; Ruchi Mehta; Anna Valchova; Prahalad Rangan
Internet and Higher Education Vol. 13, No. 1 (January 2010) pp. 10–21
This study provides a simultaneous examination of all components of the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000; Anderson, Rourke, Garrison & Archer, 2001; and Rourke, Garrison, Anderson & Archer, 1999) and seeks to...
Language: English
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Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework
Peter Shea; Suzanne Hayes; Sedef Uzuner Smith; Jason Vickers; Temi Bidjerano; Alexandra Pickett; Mary Gozza-Cohen; Jane Wilde; Shoubang Jian
Internet and Higher Education Vol. 15, No. 2 (March 2012) pp. 89–95
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to...
Language: English
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Community of Inquiry Framework: Validation and instrument development
Ben Arbaugh; Marti Cleveland-Innes; Sebastian Diaz; Randy Garrison; Phil Ice; Jennifer Richardson; Peter Shea; Karen Swan
International Review of Research in Open and Distance Learning Vol. 9, No. 2 (Jun 30, 2008)
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Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
Peter Shea; Suzanne Hayes; Sedef Uzuner Smith; Jason Vickers; Temi Bidjerano; Mary Gozza-Cohen; Shou-Bang Jian; Alexandra Pickett; Jane Wilde; Chi-Hua Tseng
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 427–461
This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use...