A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses

By Peter Shea, Chun Sau Li, Alexandra Pickett. Internet and Higher Education, 2006

690 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f7fe8ff795e7ce9d36110803ea31b93cde769460

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence. (2008, result): “This very much reinforces previous findings in terms of the crucial role of teaching presence in a community of inquiry [5, 30, 31].”
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach (2010, methodology): “Although teaching presence as it was first delineated by Anderson et al. (2001) encompassed three dimensions, DE, FD and DI described above, factor analysis by Shea, Li, and Pickett (2006) found that the three elements failed to cohere as three separate constructs.”
Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses (2018, background): “Shea, Li, and Pickett (2006) found that instructor facilitation strategies such as questioning and providing feedback were positively related to students' perceived connectedness and learning.”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, background): “Previous studies have also found that students assume teaching presence responsibilities (especially in terms of direct instruction), which are mainly the role of the instructor (Rourke & Anderson, 2002; Shea et al., 2006).”
Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, methodology): “For instance, using survey data, Shea et al. (2006) found that students were “significantly more likely to report higher levels of learning and community when they perceived higher teaching presence behaviors” (p. 185).”
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample (2008, background): “Because The Internet and Higher Education has given extensive coverage to the CoI framework in previous articles (i.e. Arbaugh & Hwang, 2006; Garrison et al., 2000; Goertzen & Kristjansson, 2007; Shea et al., 2006; Vaughn & Garrison, 2005), the first section provides a brief overview of the framewor”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “Student engagement is a key element in keeping students connected with the course and, thus, with their learning (Dennen, Darabi, & Smith, 2007; Kehrwald, 2008; Robinson & Hullinger, 2008; Shea, Li, & Pickett, 2006; Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000).”
Development and Validation of the Online Student Connectedness Survey (OSCS) (2012, background): “Shea, Li, and Pickett (2006) found a positive relationship between students’ perceived learning and community and teaching presence.”
Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education (2009, background): “In previous research (Shea et al., 2003; Shea et al., 2006) studying teaching presence in isolation it was found that the construct does not cohere into the three facets of instructional design/organization, facilitation of discourse, and direct instruction as one might expect.”
Learning in Communities of Inquiry: A Review of the Literature (2009, background): “…satisfaction and its relation to social and teaching presence typify the first aspect of the problem (Lomika & Lord, 2007; Nippard & Murphy, 2007; Shea et al., 2006; Shea, Pickett, & Pelt, 2003; Swan & Shih, 2005), as do essays that explore arcane issues of educational measurement (Garrison,…”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, background): “Finally, Shea, Li, and Pickett (2006) found a link between teaching presence and establishing a sense of learning community.”
The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments (2016, background): “The development of instructor presence and a sense of a learning community within online courses seem to have a reciprocal relationship in which one influences the progress of the other and vice-versa (Shea et al., 2006).”