Research
Collecting and analyzing data since 1998 from SLN and Open SUNY online faculty and students, SUNY Online has facilitated and supported a research agenda to provide a theoretical framework and context for our work, and informs and serves as a foundation on which we have based our work.
We continue to seek to better understand how to teach and learn well online. Over the years we have explored online faculty and student perceptions, satisfaction, the community of inquiry model (including social, cognitive, teaching presences, and added learning presence to the model) faculty motivations, the formation of faculty attitudes toward online teaching, online learner self regulation, and more.
A nationally recognized and well-cited body of scholarly work has contributed to the understanding of effective practices in how people teach and learn well online. We have developed an organic model that combines theory with practice to test, learn, and improve SUNY Online Teaching faculty/ID development activities, processes, resources and models.
Every SUNY campus is empowered with self-serve access to individual campus results from 1998-2018, as well as to aggregate results of our studies. The IRB for this work was through the University at Albany. The lead researcher was Dr. Peter Shea, who has 20 years of experience leading and collaborating on SUNY Online Teaching research projects.
We have disseminated the results of this work in a number of ways:
- Links can be found here to recent presentations.
- Regular presentation of research results/finding to the SUNY Online community at various annual and other SUNY-wide events or open events, such as : CIT, the SUNY Online Summit, and community call meetings.
- The results of research conducted on behalf of, and in collaboration with SUNY Online Teaching, is regularly presented and published both nationally and internationally.
Campus access to the SUNY research portal (where campus longitudinal survey results, for those that participated, as well as all the aggregated reports of SUNY campus participants in the SUNY Online Teaching surveys) can be found here:
http://www.sunyresearch.net/php/
SUNY Online continues to support, facilitate, conduct and participate in varied research projects. For more information on how to participate, or access campus reports: sunyonlinehelp@suny.edu.
| Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York. P Shea & T Bidjerano American Educational Research Association Annual Meeting, Toronto, Canada. |
2019 | |
| The presentation of self in everyday ether: a corpus analysis of student self-tellings in online graduate courses. C Meskill, G Sadykova Online Learning, [S.l.], V. 11, N. 3, Feb. 2019. Published initially in the Journal of Asynchronous Learning Networks V.3, N.2, 1, Sept. 2007. |
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2019
2007 |
| Online course enrollment in community college and degree completion: The tipping point P Shea, T Bidjerano International Review of Research in Open and Distributed Learning 19 (2). |
5 | 2018 |
| A Critical Review of the Use of Wenger’s Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. SU Smith, S Hayes, P Shea Online Learning 21 (1), 209-237. |
37 | 2017 |
| A National Study of Differences between Online and Classroom-Only Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout. P Shea, T Bidjerano Online Learning 20 (3), 14-15. |
26 | 2016 |
| Faculty Attitudes toward Online Learning: Failures and Successes P Shea, T Bidjerano, J Vickers American Educational Research Association Annual Meeting, Washington DC. |
2 | 2016 |
| 1 | 2015 | |
| Expanding learning presence to account for the direction of regulative intent: self-, co-and shared regulation in online learning. S Hayes, SU Smith, P Shea Online Learning 19 (3), 15-31. |
26 | 2015 |
| Reconceptualizing the community of inquiry framework: An exploratory analysis P Shea, S Hayes, S Uzuner-Smith, M Gozza-Cohen, J Vickers, T Bidjerano The Internet and Higher Education 23, 9-17. |
93 | 2014 |
| Does online learning impede degree completion? A national study of community college students P Shea, T Bidjerano Computers & Education 75, 103-111. |
150 | 2014 |
| Understanding distinctions in learning in hybrid, and online environments: an empirical investigation of the community of inquiry framework P Shea, T Bidjerano Interactive Learning Environments 21 (4), 355-370. |
46 | 2013 |
| Online learner self-regulation: Learning presence viewed through quantitative content-and social network analysis P Shea, S Hayes, SU Smith, J Vickers, T Bidjerano, M Gozza-Cohen, S Jian, AM Pickett, J Wilde, and C Tseng The International Review of Research in Open and Distributed Learning 14(3), 427-461. |
78 | 2013 |
| Learning presence as a moderator in the community of inquiry model P Shea, T Bidjerano Computers & Education 59 (2), 316-326. |
156 | 2012 |
| Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework P Shea, S Hayes, SU Smith, J Vickers, T Bidjerano, AM Pickett, M Gozza-Cohen, J Wilde, S Jian The Internet and Higher Education 15 (2), 89-95. |
147 | 2012 |
| Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the Community of Inquiry Framework. P Shea, & T Bidjerano Journal of Interactive Learning Environments, 1-16. |
2011 | |
| The community of inquiry framework meets the SOLO taxonomy: A process‐product model of online learning P Shea, M Gozza‐Cohen, S Uzuner, R Mehta, AV Valtcheva, S Hayes, J Vickers Educational Media International 48 (2), 101-113. |
37 | 2011 |
| Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments P Shea, T Bidjerano Computers & Education 55 (4), 1721-1731. Also published: Online Learner Self-regulation: Learning Presence Viewed Through Quantitative Content-and Social Network Analysis. |
534 | 2010 |
| Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach P Shea, S Hayes, J Vickers International Review of Research in Open and Distance Learning 11(3), 127-154. Article |
163 | 2010 |
| Using Focus Groups to Study ALN Faculty Motivation. SR Hiltz, P Shea, E Kim Journal of Asynchronous Learning Networks 14 (1), 21-38. |
14 | 2010 |
| A re-examination of the community of inquiry framework: Social network and content analysis P Shea, S Hayes, J Vickers, M Gozza-Cohen, S Uzuner, R Mehta, A Valchova, P Rangan The Internet and Higher Education 13 (1-2), 10-21. |
257 | 2010 |
| Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework P Shea, T Bidjerano Journal of Computing in Higher Education 21 (3), 199-217. |
95 | 2009 |
| Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education P Shea, T Bidjerano Computers & Education 52 (3), 543-553. |
507 | 2009 |
| Measures of quality in online education: An investigation of the community of inquiry model and the net generation P Shea, T Bidjerano Journal of Educational Computing Research 39 (4), 339-361. |
74 | 2008 |
| Validating a measurement tool of presence in online communities of inquiry K Swan, P Shea, J Richardson, P Ice, DR Garrison, M Cleveland-Innes, JB Arbaugh E-mentor 2 (24), 1-12. |
315 | 2008 |
| Technology-enhanced education and millennial students in higher education. C Dziuban, P Moskal, J Brophy, & P Shea Metropolitan Universities 18(3), 75-90. |
2007 | |
| Bridges and Barriers to Teaching Online College Courses: A Study of Experienced Online Faculty in Thirty-six Colleges P Shea Journal of Asynchronous Learning Networks 11 (2). |
194 | 2007 |
| Using Focus Groups to Study ALN Faculty Motivation. SR Hiltz, P Shea, E Kim Journal of Asynchronous Learning Networks 11 (1), 107-124. |
37 | 2007 |
| Student satisfaction with asynchronous learning. C Dziuban, P Moskal, J Brophy, P Shea Journal of Asynchronous Learning Networks 11 (1), 87-95. |
46 | 2007 |
| Faculty motivators and de-motivators for teaching online: Results of focus group interviews at one university SR Hiltz, E Kim, P Shea 2007 40th Annual Hawaii International Conference on System Sciences. |
46 | 2007 |
| Towards a conceptual framework for learning in blended environments P Shea Blended learning: Research perspectives, 19-35. |
106 | 2007 |
| 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 P Shea, S McCall, A Ozdogru MERLOT Journal of Online Learning and Teaching 2 (3). |
38 | 2006 |
| A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses P Shea, CS Li, AM Pickett The Internet and Higher Education 9 (3), 175-190. |
631 | 2006 |
| A study of students’ sense of learning community in online environments P Shea Journal of Asynchronous Learning Networks 10 (1), 35-44. |
319 | 2006 |
| Developing learning community in online asynchronous college courses: The role of teaching presence P Shea, CS Li, K Swan, AM Pickett Journal of Asynchronous Learning Networks 9 (4), 59-82. |
304 | 2005 |
| Increasing access to higher education: A study of the diffusion of online teaching among 913 college faculty P Shea, AM Pickett, CS Li The International review of research in open and distributed learning 6 (2). |
204 | 2005 |
| Faculty roles and satisfaction in asynchronous learning networks C Dziuban, P Shea, JB Arbaugh Learning together online: Research on asynchronous learning networks, 169-190. |
59 | 2005 |
| The student in the online classroom SR Hiltz, P Shea Learning together online: Research on asynchronous learning networks, 145-168. |
108 | 2005 |
| The development of virtual learning communities K Swan, P Shea Learning together online: Research on asynchronous learning networks, 239-260. |
216 | 2005 |
| Section V. Scaling up: Chapter 16 Faculty development, student satisfaction, and reported learning in the SUNY learning network PJ Shea, EE Fredericksen, AM Pickett, WE Pelz In Learner-centered theory and practice in distance education: Cases from higher education Edited by Thomas M. Duffy and Jamie R. Kirkley- Indiana University Lawrence Erlbaum Associates Mahwah, NJ. 343-378. |
58 | 2004 |
| Section V. Scaling up: Open Discussion of Chapter 16 P Shea Learner-centered Theory and Practice in Distance Education: Cases from higher education. Edited by Thomas M. Duffy and Jamie R. Kirkley- Indiana UniversityLawrence Erlbaum Associates Mahwah, NJ. 379-385. |
2004 | |
| Enhancing student satisfaction through faculty development: The importance of teaching presence. PJ Shea, AM Pickett, WE Pelz In: J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Into the Mainstream, Vol. 5, 39–59. Needham, MA: Sloan-C, 2004. |
58 | 2004 |
| A follow-up investigation of “teaching presence” in the SUNY Learning Network PJ Shea, AM Pickett, WE Pelz Journal of Asynchronous Learning Networks 7 (2), 61-80. |
365 | 2003 |
| The successful distance learning student C Wahlstrom, BK Williams, P Shea Belmont, CA: Wadsworth/Thomson |
45 | 2003 |
| A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network PJ Shea, EE Fredericksen, AM Pickett, WE Pelz Elements of quality online education: Practice and direction 4, 279-312. |
141 | 2003 |
| Online teaching as a catalyst for classroom-based instructional transformation P Shea, W Pelz, E Fredericksen, AM Pickett Elements of Quality Online Education. The Sloan Consortium – Sloan-C Series: Volume 3. Eds., John Bourne and Janet C. Moore. 104-123. |
48 | 2002 |
| Student satisfaction and reported learning in the SUNY learning network P Shea, K Swan, E Fredericksen, AM Pickett Elements of quality online education 3, 145-156. |
142* | 2002 |
| The SLN course design process AM Pickett, P Shea, E Fredericksen New York: State University of New York |
5 | 2001 |
| Student Satisfaction and Reported Learning in the SUNY Learning Network: Interaction and Beyond-Social Presence in Asynchronous Learning Networks E Fredericksen, AM Pickett, P Shea, K Swan. New York: State University of New York |
6 | 2001 |
| Measures of learning effectiveness in the SUNY Learning Network P Shea, E Fredericksen, AM Pickett, W Pelz, K Swan 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. |
187 | 2001 |
| Building knowledge building communities: Consistency, contact and communication in the virtual classroom K Swan, P Shea, E Fredericksen, AM Pickett, W Pelz, G Maher Journal of Educational Computing Research 23 (4), 359-383. |
475 | 2000 |
| Factors influencing student and faculty satisfaction in the SUNY learning network E Fredericksen, AM Pickett, P Shea, W Pelz, & K Swan New York: State University of New York |
13 | 2000 |
| Course design factors influencing the success of online learning AM Pickett, P Shea New York: State University of New York |
105 | 2000 |
| Factors influencing faculty satisfaction with asynchronous teaching and learning in the SUNY learning network E Fredericksen, AM Pickett, P Shea, W Pelz, K Swan Journal of Asynchronous Learning Networks, 4(3), 245-272. Article |
119 | 2000 |
| Student satisfaction and perceived learning with online courses-principles and examples from the SUNY learning network E Fredericksen, K Swan, W Pelz, AM Pickett, P Shea New York: State University of New York |
568 | 1999 |
