The Online Learner: Characteristics and Pedagogical Implications

By Nada Dabbagh. 2007

325 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/18d6d6b88066624fad9a1c2d3ea1cb029f4e53bc

How researchers see this paper

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1. A. Taylor
2. Oliver Weigelt
3. S. Hastings
4. A. Sturm
5. Bernd Marcus
6. Melissa A Parris
7. Allison Ringer
8. Wei Wang

Citations in the corpus

• The Structure of Counterproductive Work Behavior (2016, background): “Notably, students enrolled in distance learning programs differ fundamentally from typical undergraduates; the former tend to be considerably older, and most hold regular employment and have diverse backgrounds often including previous academic degrees (e.g., Dabbagh, 2007).”
• A review of predictive factors of student success in and satisfaction with online learning (2015, background): “Dabbagh (2007) suggested two learning models to accommodate and support the characteristics of successful online learners: exploratory and dialogical models.”
• The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, background): “Three common learner characteristics, namely motivation, anxiety, and learner beliefs, have consistently been found to be consequential for foreign language learning performance [7,8].”
• The Reciprocal and Correlative Relationship between Learning Culture and Online Education: A Case from Saudi Arabia. (2014, background): “In saying this, it must be acknowledged that students’ ability to successfully use online education is also related to the fact that “distance education is inherently accommodating of a variety of learning styles” (Dille & Mezack, 1991 as cited in Dabbagh, 2007, p. 218).”
• Students’ motivation and engagement in higher education: the importance of attitude to online learning (2020, background): “As proposed by Ryan and Deci (2009), the taxonomy of human motivation represents an effective nexus to inform student engagement through an SDT lens; motivation is a private subjective experience and engagement is more objective with observed effect (Dabbagh 2007).”