Research

Collecting and analyzing data since 1998 from SLN and now online faculty and students, Open SUNY Online Teaching facilitates and supports a research agenda to provide a theoretical framework and context for our work, and informs and serves as a foundation on which we base our work.

Simply stated we 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 Open SUNY Online Teaching faculty/ID development activities, processes, resources and models.

Every SUNY campus is empowered with self-serve access to individual campus results, as well as to aggregate results of our studies. The IRB for this work is through the University at Albany. The lead researcher is Dr. Peter Shea, who has 20 years of experience leading SLN/Open SUNY Online Teaching research projects.

We disseminate the results of our work in a number of ways:

  • Links can be found here to recent presentations.
  • Presentation of the results of the Open SUNY Online Teaching research to the SUNY community regularly at CIT, the summit, and at community call meetings.
  • The results of research conducted on behalf of and in collaboration with Open SUNY Online Teaching presented and published regularly nationally and internationally

Campus access to the Open SUNY research portal, where campus longitudinal survey results, as well as all the aggregated reports of SUNY campus participants in the Open SUNY Online Teaching surveys, can be found here:
http://www.sunyresearch.net/php/

Campuses can opt to participate in Open SUNY research projects. For more information on how to participate, or access campus reports: opensunyhelp@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.
 

 

7

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
 

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