Staying the course: online education in the United States, 2008

By I. Allen, J. Seaman. 2008

791 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/70b237ef6b4c42e7114dc87405556da94d69007f

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Citations in the corpus

Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses (2010, background): “Because it is believed that enrollment in online courses is expected to continue increasing (Allen and Seaman, 2008), the purpose of the present study was to compare the levels of statistics anxiety and attitudes toward statistics of students in on-campus and online sections of a graduate…”
Engaging online learners: The impact of Web-based learning technology on college student engagement (2010, unknown): “As technology becomes a part of modern life and fuel price remains high, more and more college students opt to take online or hybrid courses using readily-available computers and information technologies (Allen & Seaman, 2008).”
Effectiveness of Fully Online Courses for College Students: Response to a Department of Education Meta-Analysis (2010, background): “A primary assumption underpinning the increase in online course offerings is that they increase educational access (Allen & Seaman, 2008; Beatty-Guenter, 2002; Cox, 2005; Epper & Garn, 2003; Kuenzi, Skinner, & Smole, 2005; Parsad & Lewis, 2008; Rogers, 2001), presumably for those who are…”
Mining LMS data to develop an "early warning system" for educators: A proof of concept (2010, background): “2007 figures for the US suggest that greater than 3.9 million students (>20% of all US higher education students) enrolled in at least one online course during the Fall 2007 term (Allen & Seaman, 2008).”
The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination (2010, background): “That growth greatly exceeds the increase of 1.2% in the overall higher education population during the same time period (Allen & Seaman, 2008).”
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].”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, background): “Online and blended learning is pervading higher education and research activity around it has increased significantly (Allen & Seaman, 2008).”
Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology (2020, background): “According to Allen and Seaman (2008), several universities and other educational institutions provide online education to expand their student base.”
Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites (2010, background): “…toward online instruction has somewhat altered this picture in recent years, since most institutions currently offer at least some online courses (Allen & Seaman, 2008), many – and perhaps most – higher education faculty remain laggards when it come to adopting these and other technology…”
Online Versus In-Class Courses: An Examination of Differences in Learning Outcomes (2009, background): “Moreover, as of fall 2007, nearly 4 million students participated in online courses, and 30% of institutions with education related degrees (teaching credentials and graduate degrees) had completely online programs (Allen & Seaman, 2008).”
A review of online course dropout research: implications for practice and future research (2011, background): “According to a recent report by the Sloan Foundation (Allen and Seaman 2008), online education enrollment has increased by 12% in 2008 Y. Lee (&) J. Choi University of Virginia, Instructional Technology Program, Charlottesville, VA, USA e-mail: yl7g@virginia.edu J. Choi e-mail: jc2st@virginia.edu Y.”
Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online (2009, background): “All told, the number of students learning online has more than doubled in the five years since the Sloan Consortium first conducted their extensive survey of postsecondary institutions (Allen & Seaman, 2008).”
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014, unknown): “…scale………………………… 42 2 CVR value of each item in the satisfaction scale………………………... 46 CHAPTER I INTRODUCTION Distance learning is becoming mainstream alongside the rapid dissemination of computer technologies and improvements in Internet infrastructure (Allen & Seaman, 2008; Parsad & Lewis, 2008).”
Towards understanding international graduate student isolation in traditional and online environments (2011, background): “In the fall of 2007, the number of online students exceeded 3.9 million (Allen and Seaman 2008).”
Effects of Online Testing on Student Exam Performance and Test Anxiety (2010, background): “Enrollment in online courses is increasing almost exponentially, with more than 20% of all United States college students enrolled in at least one online course (Allen & Seaman, 2008).”