Introduction to Section Two: MOOCs, Psychological Constructs, Communication Behaviors


  • Peter Shea University at Albany, State University of New York



MOOC's imposter phenomenon, information behaviors


This issue of Online Learning also contains four articles outside the theme of learning analytics. This section contains papers investigating MOOCs, a comparison of anxiety levels and the “imposter phenomenon” between online and classroom students, and a qualitative analysis of information behaviors among online students.

Author Biography

Peter Shea, University at Albany, State University of New York

Dr. Peter Shea is an associate professor at the University at Albany, State University of New York with joint appointments in the Department of Educational Theory and Practice and the Department of Informatics. His research focuses on the development of communities of learners in higher education online environments. Dr. Shea has more than 100 publications on the topic of online learning and is co-author of the book, The Successful Distance Learning Student. He directs a program of research on online learning that has recently attracted significant external funding from organizations such as the Alfred P. Sloan Foundation and the US Department of Education. He is the recipient or co-recipient of four national awards including the EDUCAUSE Award for Systemic Improvement in Teaching and Learning and awards from the Sloan Consortium for online and faculty development programs. He is a Sloan-C Fellow in research on online learning and a member of their board of directors. Prior to joining the University at Albany, he was Director of the SUNY Learning Network, one of the largest online higher education systems in the United States with annual student enrollments of more than 100,000. He was recently appointed Associate Provost for Online Learning at the University at Albany.


Cooke, Nicole A. (2016). Information sharing, community development, and deindividuation in the eLearning Domain. Online Learning, 20 (2).

Fraenza, Christy B. (2016). The role of social influence in anxiety and the Imposter Phenomenon.

Online Learning, 20 (2).

Reilly, Erin D.; Williams, Kyle M.; Stafford, Rose E.; Corliss, Stephanie B.; Walkow, Janet C.; & Donna K. Kidwell (2016). Global times call for global measures: Investigating automated essay scoring in linguistically-diverse MOOCs. Online Learning, 20 (2).

Shrader, Sara; Wu, Maryalice; Owens, Dawn & Santa Ana, Kathleen (2016). Massive open online courses (MOOCs): Participant activity, demographics, and satisfaction. Online Learning, 20 (2).






Section Two: MOOCs, Psychological Constructs, Communication Behaviors