Search results for author:"Temi Bidjerano"
Total records matched: 14 Search took: 0.271 secs
A National Study of Differences between Online and Classroom-Only Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout
Journal of Asynchronous Learning Networks Vol. 20, No. 3 (2016) pp. 14–15
Previous research indicates that online learning at the community college level results in higher rates of withdrawal, failure, and dropout compared to classroom-based education (Xu & Smith Jaggars, 2011; Smith-Jaggars & Xu, 2010). The...
Measures of Quality in Online Education: An Investigation of the Community of Inquiry Model and the Net Generation
Journal of Educational Computing Research Vol. 39, No. 4 (2008) pp. 339–361
The goal of this article is to present and validate an instrument that reflects the Community of Inquiry Model (Garrison, Anderson, & Archer, 2000, 2001) and inquire into whether the instrument and the model it reflects explain variation in levels...
Online Learning in the 30 Community Colleges of the State University of New York: Differences in Outcomes between Classroom and Online Coursework
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 1192–1198
This study extends prior work on questions related to the academic performance of community college students enrolled in online coursework. Using data from the entire community college system of the State University of New York the study employs...
Topics: Research Perspectives
The International Review of Research in Open and Distributed Learning Vol. 19, No. 2 (May 01, 2018)
Recent research indicates that certain students are at risk of lower levels of academic performance in online settings when compared to peers who study only in the classroom. Community college students have been a population of particular concern....
Cognitive Presence and Online Learner Engagement: A Cluster Analysis of the Community of Inquiry Framework
Journal of Computing in Higher Education Vol. 21, No. 3 (December 2009) pp. 199–217
In this paper we make the case that online learning continues to grow at a rapid rate and that understanding this innovative mode of education requires analysis that is both conceptually and empirically driven. This study inquires into the concept...
Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments
Computers & Education Vol. 55, No. 4 pp. 1721–1731
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165...
Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education
Computers & Education Vol. 52, No. 3 (April 2009) pp. 543–553
In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence...
Computers & Education Vol. 59, No. 2 (September 2012) pp. 316–326
This study of over 2000 US college students examines the Community of Inquiry framework (CoI) in its capacity to describe and explain differences in learning outcomes in hybrid and fully online learning environments. We hypothesize that the CoI...
Computers & Education Vol. 75, No. 1 (June 2014) pp. 103–111
Using a nationally representative sample (The Beginning Postsecondary Student Survey, BPS 04/09), this study examined the associations between enrollment in credit-bearing distance education courses and degree attainment. We sought to determine...
Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses
Internet and Higher Education Vol. 20, No. 1 (January 2014) pp. 1–9
Community colleges enroll more online learners than any other institution in higher education in the United States. While online community college courses expand access to higher education, their high attrition rates negatively impact student...
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2347–2352
Project VIEW focuses on bringing external educational programs and resources into classrooms through interactive videoconferencing. The purpose of this study is to document the characteristics of effective curriculum plans that use interactive...
Internet and Higher Education Vol. 23, No. 1 (October 2014) pp. 9–17
Constructs requiring additional conceptualization within the Community of Inquiry framework for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the...
Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework
Peter Shea; Suzanne Hayes; Sedef Uzuner Smith; Jason Vickers; Temi Bidjerano; Alexandra Pickett; Mary Gozza-Cohen; Jane Wilde; Shoubang Jian
Internet and Higher Education Vol. 15, No. 2 (March 2012) pp. 89–95
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to...
Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
Peter Shea; Suzanne Hayes; Sedef Uzuner Smith; Jason Vickers; Temi Bidjerano; Mary Gozza-Cohen; Shou-Bang Jian; Alexandra Pickett; Jane Wilde; Chi-Hua Tseng
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 427–461
This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use...