Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments

By Peter Shea, Temi Bidjerano. Comput. Educ., 2010

785 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4ecfc2500750680781b7f5610529a33d47362987

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “Confidence provides a clear contrast to the NEG factor (suggested by Skinner and colleagues) of anxiety (Kort, Riley, & Picard, 2001); research indicates an inverse relationship between the two (Pajares, 1996; Shea & Bidjerano, 2010).”
Challenges in the online component of blended learning: A systematic review (2020, background): “…evaluation and relationships with other online learning frameworks and models, notably the renowned community of inquiry (CoI) framework e.g. (Shea & Bidjerano, 2010; Szeto, 2015); and technological acceptance model (TAM) e.g. (Padilla-MeléNdez, Del Aguila-Obra, & Garrido-Moreno, 2013; Yeou, 2016).”
Social Presence within the Community of Inquiry Framework. (2011, background): “Shea and Bidjerano (2010) found that combined social and teaching presences predicted only a little better than 25% of cognitive presence.”
Self-Efficacy In Online Learning Environments: A Literature Review (2016, background): “…factor, some studies have focused on the learning factor alone (Artino, 2007; C. Hodges, 2008; Joo et al., 2000; Joo, Lim, & Kim, 2013; Y.-M. Lin, Lin, & Laffey, 2008; Shea & Bidjerano, 2010; Xiao, 2012) and others focused on general self-efficacy in online learning environments (Gebara, 2010).”
The experience of three flipped classrooms in an urban university: an exploration of design principles (2014, methodology): “This study deploys the theory-driven analytic framework− Revised Community of Inquiry (RCOI) (Garrison, Anderson, & Archer, 1999; Shea & Bidjerano, 2010; Shea et al., 2012; Swan, Matthews, Bogle, Boles, & Day, 2012) – by first investigating the impact of the flipped classroom approach on three…”
Retention in Online Courses (2016, background): “Shea and Bidjerano (2010) studied the Community of Inquiry model as proposed by Garrison, Anderson, and Archer (2000), and concluded that human, face to face, interaction may have a more positive effect on learners’ self-efficacy beliefs.”
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach (2010, background): “We conclude that further articulating the kinds of self- and co-regulation that are appropriate to the online environment should be a goal of future research (see e.g., Shea & Bidjerano, 2010).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “In this context, Shea and Bidjerano (2010) note that online and/or hybrid courses have the potential to affect SE because students experience a stronger sense of “learner presence.””
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, background): “The overarching research purpose in this study was to investigate the role of discussion in online students’ learning experiences, including community of inquiry (Shea & Bidjerano, 2010), learner time, satisfaction, and achievement.”
Self-regulation in online learning (2013, background): “Mediating roles of metacognitive regulation and effort regulation have been well documented (Artino, 2007; Meece et al., 2006; Pintrich, 1999; Shea & Bidjerano, 2010); however, interaction regulation is a new concept that must be considered with regard to online SRL (Cho & Summers, 2012; Garner &…”
Assessing metacognition in an online community of inquiry (2011, background): “From this perspective, Shea and Bidjerano (2010) recently drew attention to the constructs of self-regulation and self-efficacy in an attempt to refine and enhance the CoI framework.”
Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, background): “For example, academic achievement and competence in the area of self-regulation are significant predictors of student learning in both traditional and blended learning environments (Lim & Morris, 2009; Shea & Bidjerano, 2010).”
The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field (2016, background): “In line with Shea and Bidjerano (2010) and Shea et al. (2012), the students’ empowerment, the joint construction of knowledge and the collaborative work that students carry out are key elements that enrich the model.”