What about “Learning Presence?”

In science, researchers see theories and ideas as being tentative.  New information can be introduced that prompts reflection and re-examination.  For example, Copernicus’ work forced astronomers to re-evaluate whether the Earth was the center of the solar system and it helped to set up the work done by Kepler and Galileo. By looking at things a little differently and introducing research to back up his claims, Copernicus opened the scientific doorway for all of modern astronomy.

I thought about Copernicus this weekend as I read a study conducted by Peter Shea and Temi Bidjerano. In an article that appeared in Computers and Education in 2010, Shea and Bidjerano examined whether online students’ self-efficacy impacted their perceptions of the quality of the virtual learning environments in which they participated. The researchers surveyed over 3000 students in 42 different institutions of higher education to see whether behavioral and motivational elements correlated with aspects of the Community of Inquiry framework (COI).   When Garrison, Archer and Anderson (2001) first introduced the COI framework, they presented it as model to describe a “worthwhile educational experience” for online students. The framework involves three intersecting “presences” which help to describe the overall learning activities with which students and instructors must engage. The framework includes: social presence, cognitive presence and teaching presence.  Describing COI holistically, successful online classes depend upon instructors fostering the development of a social environment where students interact cognitively with one another and with the teacher.  While thousands of research articles have validated the COI framework from a variety of perspectives, few have examined the role that a student’s beliefs in self play in online educational experiences.

In Shea and Bidjerano’s work, they concluded “that a positive relationship exists between elements of the COI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.”  For those new to the concept of self-efficacy, Bandura (1986) defined it as an individual’s beliefs in their “capabilities to organize and execute courses of action required to attain designated types of performance.” Self-efficacy is a well-researched area that has been shown to have an impact on individuals’ job satisfaction, academic success, and so much more.  The surprising part about self-efficacy is that it focuses more on individuals’ beliefs in self rather than their actual abilities.  And that’s the important connection to Shea and Bidjerano’s work.  Students who feel that they are more able to be successful in an online class find the class worthwhile.  Shea and Bidjerano also found relationships between the elements of their proposed “learning presence” and the teaching, social and cognitive presences in the original COI framework.  This, I feel, is the most powerful part of the research and the most motivating for instructors.  The online environments that instructors construct and facilitate need to help students attend to their own learning.  While we can build learning environments that support social and cognitive development, we must also thoughtful construct spaces where students feel they can be successful and are motivated to learn.

As I read Shea and Bidjerano’s research, other studies kept coming to mind and making sense in a new light.  The one that stands out a study I wrote about earlier this year.  Titled The Magic Pill of Online Learning, the post described the importance of including orientation videos in online classes.  In classes with high dropout and failure rates, researchers added short videos that helped students understand how to navigate the online environment and complete important tasks like check grades, access content and participate in discussion forums.  By adding the orientation videos, students were more successful and dropout and failure rates decreased.  Viewed from Shea and Bidjerano’s work, the orientation videos helped to motivate students and foster confidence in their ability to be successful.

Hopefully, Shea and Bidjerano’s work will usher in a re-examination of the current COI framework.  Despite being almost six years old, the research hasn’t raised widespread awareness of the socio-cognitive aspects that students bring to online learning environments.  Navigating the Community of Inquiry website that is maintained by Garrison and others, however, I came across a blog post authored by Terry Anderson (one of the original COI researchers) that outlined the potential of a fourth presence.  The post references Shea and Bidjerano and other researchers who are examining the impact that students have on online learning environments.  While this research will not force a complete redesign of the Solar System (like Copernicus), it may prompt re-configuration of current models that describe online learning.


Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23.

Shea, P., & Bidjerano, T. (2010). 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, 55(4), 1721-1731.



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