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.<\/p>\n
We continue to seek to better understand how to teach and learn well online.<\/em> 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n We have disseminated the results of this work in a number of ways:<\/p>\n 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: 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.<\/a><\/p>\n <\/p>\n\n
\nhttp:\/\/www.sunyresearch.net\/php\/<\/a><\/p>\n