Temi Bidjerano

Associate Professor, Education; Research and Statistics

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Dr. Temi Bidjerano joined the Department of Education in the fall of 2007. She has received a Ph.D. and a M.S. degrees in Educational Psychology from the University at Albany, State University of New York, and a M.A. in Social Psychology with sub-concentrations in Clinical and Organizational Psychology from the Sofia University, Bulgaria. Prior to coming to Furman, she worked as a research associate in outcomes assessment at Excelsior College, Albany, NY and a program evaluator at the Evaluation Consortium, University at Albany, SUNY. Her areas of expertise include educational research and educational measurement and assessment. Dr. Bidjerano has published research in nationally and internationally recognized peer reviewed journals. As an active member of several national and regional associations, she has numerous conference presentations in the areas of child development, learning and instruction. Her current research interests include self-efficacy, self-regulated learning, and online education.​


  • Ph.D., University at Albany, State University of New York
  • M.S., University at Albany, State University of New York
  • M.A., Sofia University, Bulgaria
  • B.A., Sofia University, Bulgaria


  • Shea, P., Hayes, S., Uzuner-Smith, S., Gozza-Cohen, M., Vickers, J., & Bidjerano, T. (2014). Reconceptualizing the Community of Inquiry framework: Exploratory and confirmatory analysis. The Internet and Higher Education, 23, 9-17.;
  • Shea, P., & Bidjerano, T. (2014). Does online learning impede degree completion? A national study of community college students. Computers & Education, 75, 103-111.;
  • Travis, A., Volk, E., Bidjerano, T., & Shea, P. (2014). Correlating community college students’ perceptions of Community of Inquiry Presences with their completion of blended courses. The Internet and Higher Education, 20, 1-9.;
  • Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Gozza-Cohen, M., Jian, S-U., Pickett, A., Wilde, J., & Tseng, C-H. (2013). Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis. The Internati onal Review of Research in Open and Distance Learning, 14(3), 427-461.;
  • Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers & Education, 59 (2), 316-326.;
  • Shea, P., Hayes, S., Uzuner, S., Vickers, J., Bidjerano, T., Pickett, A., Gozza-Cohen, M., Milde, J., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the community of inquiry (CoI) framework. Internet and Higher Education, 15 (2), 89-95.;
  • Shea, P., & Bidjerano, T. (2011). Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the community of inquiry framework. Interactive Learning Environments, 1-16.;
  • Shea, P., & Bidjerano, T. (2010). Towards a theory of self-efficacy, self-regulation, and the developments of a community of inquiry in online and blended learning environments. Computers & Education, 55 (4), 1721-1731.;
  • Bidjerano, T., & Newman, J. (2010). Autonomy in after-school activity choice among preadolescents from Taiwan and U.S. The Journal of Early Adolescence, 30 (5), 733-764.;
  • Bidjerano, T. (2010). Self-conscious emotions in response to perceived failure: A structural equation model. Journal of Experimental Education, 78 (3), 318-342.;
  • Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21 (3), 199-217.;
  • Shea, P. & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. Computers & Education, 52 (3), 543-553.;
  • Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: An investigation of the community of inquiry model and the net generation. Journal of Educational Computing Research, 39 (4), 339- 361.;
  • Bidjerano, T., & Dai, D. (2007). The relationship between the Big-Five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17, 69-81.;
  • Newman, J., Bidjerano, T., Ozdogru, A., Kao, C.C., Ozkose-Biyik, C., & Johnson, J. (2007). Children’s after-school activities: a cross-cultural comparison. The Journal of Early Adolescence, 27(4), 431-456.;