Making the Grade: Online Education in the United States, 2006.

By I. Allen, J. Seaman. 2006

588 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4f90b561a8723b9fd6d69f29df292bd4f8bc77f3

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Citations in the corpus

• The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “, 2015) through the incorporation of digital technology into teaching practice and lies on a continuum between fully online and fully face-to-face courses (Allen and Seaman, 2006; Garrison and Kanuka, 2004).”
• The Validation of One Parental Involvement Measurement in Virtual Schooling. (2010, background): “Figure 1 shows the increase of online enrollment at the higher education level from 2002 to 2006 (Allen & Seaman, 2006; Allen & Seaman, 2007).”
• The Online Learner: Characteristics and Pedagogical Implications (2007, background): “In a recent Sloan Consortium report on the state of online learning in the United States, Allen and Seaman (2006) reported that undergraduates represented 82.4% of the total population of higher education students taking at least one course online.”
• e-Learning and Social Networking Handbook: Resources for Higher Education (2008, background): “…is natural) and 'digital immigrants' (those who have had to learn the language of these technologies as mature adults) have sparked controversy, further studies, and commentators on both sides of the fence (e.g. Allen & Seaman, 2006; Conole, de Laat, Dillon, & Darby, 2006; Kvavik & Caruso, 2005).”
• Characteristics of Adult Learners With Implications for Online Learning Design (2008, background): “The year 2004-2005 demonstrated the largest increase in the number of online students as well as the largest percentage increase in online enrollment growth (Allen & Seaman, 2006).”
• Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement (2008, background): “…part of the annual Sloan-C online survey, chief academic officers at institutions of higher education across the nation indicated that “a barrier to widespread adoption of online learning” was the fact that “students need more discipline to succeed in online courses” (Allen & Seaman, 2006, p. 13).”
• Motivation in online learning: Testing a model of self-determination theory (2010, background): “The Sloan Consortium (Allen & Seaman, 2006) further classified web-based learning environments by the proportion of content and activities delivered online: (1) web facilitated courses (1– 29%); (2) blended/hybrid courses (30–79%), and (3) online courses (80+%).”
• Faculty Development Programs: The Frequency and Variety of Professional Development Programs Available to Online Instructors. (2012, background): “Multiple national surveys by the Sloan Foundation have demonstrated that chief academic officers believe that online course development design and delivery takes faculty more time and more work than traditional courses [12, 13, 14].”
• Open Educational Resources (2010, unknown): “A brighter picture of where e-learning in higher education stands at the moment is given in a report from the Sloan Consortium (2006) which for the fourth consecutive year reports a steady rise in the numbers of online students and offers in the United States, which refers to courses for which at le”