Class Differences Online Education in the United States, 2010

By I. Allen, J. Seaman. 2010

659 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7d89f4ff2b633e78dc019b23c470f2118bb73267

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Citations in the corpus

Faculty Development Programs: The Frequency and Variety of Professional Development Programs Available to Online Instructors. (2012, background): “With increasing market pressure, rapid growth in online instruction nationwide [1], and with faculty resistance to online instruction, one of the biggest challenges faced by higher education institutions is faculty training.”
What Do We Mean by Blended Learning? (2019, background): “The first three conceptualizations below are based on the three definitions previously described (i.e., Graham 2006; Garrison and Kanuka 2004; Allen and Seaman 2010, respectively).”
Virtually the Same?: Student Perceptions of the Equivalence of Online Classes to Face-to-Face Classes (2014, background): “According to the Sloan Consortium’s 2010 Survey of Online Learning in the United States, enrollment in online courses increased by nearly one million students between 2008 and 2009 (Allen & Seaman, 2010).”
Applying Ajzen's Theory of Planned Behavior to a Study of Online Course Adoption in Public Relations Education. (2012, background): “The survey of more than 2,500 colleges and universities nationwide found approximately 5.6 million students were enrolled in at least one online course in fall 2009, the most recent term for which figures are available (Allen & Seaman, 2010).”
Overcoming Faculty Avoidance of Online Education (2015, background): “According to a recent survey of online learning (Allen & Seaman, 2011), the number of students taking online classes has doubled since 2005; in addition, 75% of institutions reported an increase in demand for online courses (Allen & Seaman, 2010).”
A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District (2020, background): “So, there is a need for awareness programs regarding the importance of online learning (Allen and Seaman, 2010; Bejerano, 2008).”
The Effects of Age and Gender on Student Achievement in Face-To-Face and Online College Algebra Classes. (2015, background): “Allen and Seaman (2011) also indicated that “Nearly 31% of all higher education students took at least one course online, and over 6.1 million students were taking one online course during the Fall 2010 term” (p. 4). Improved technology has contributed to increases in overall enrollment in online co”