Learning on Demand: Online Education in the United States, 2009.

By I. Allen, J. Seaman. 2010

611 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d7a286c451f8733f5dbd9e25195c72755c9bd465

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Citations in the corpus

Communication Apprehension: A Barrier to Students' Leadership, Adaptability, and Multicultural Appreciation (2013, background): “Second, the increasing popularity of on-line education (Allen & Seaman, 2010) gives rise to questions regarding whether students with higher CA are more likely to select on-line classes over traditional ones.”
Faculty Development Programs: The Frequency and Variety of Professional Development Programs Available to Online Instructors. (2012, methodology): “Many institutions cite this lack of buy-in from faculty members to be a major barrier to the overall growth of their online programs [5].”
Blended Courses as Drivers of Institutional Transformation (2011, background): “Although fully online learning has become well established in U.S. institutions of higher education (Allen & Seaman, 2010), many institu- The authors discuss the transformational potential of blended learning and the importance of alignment with strategic initiatives of the institution.”
Comprehensive Assessment of Student Retention in Online Learning Environments (2011, background): “With 4.6 million students enrolled in online courses in the United States alone, and a 17% growth rate in online enrollments, program growth is considered a priority at over 80% of major US institutions of higher education (Allen & Seaman, 2010).”
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach (2010, background): “The Department of Education reports that online students generated more than 12 million course enrollments in 2007-2008 (Parsad & Lewis, 2008) with more than one in four of all college students enrolled in at least one online course (Allen & Seaman, 2010).”
Issues and Challenges for Teaching Successful Online Courses in Higher Education (2017, background): “In addition to a lack of training and support, instructors also perceive a lack of incentives in designing and delivering online courses (Allen & Seaman, 2010).”
The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature (2013, background): “In fall 2008, over 4.6 million students—over one quarter of all U.S. higher education students—were taking at least one online course (Allen & Seaman, 2010).”
Blended learning, e-learning and mobile learning in mathematics education (2016, background): “…and sequence), reduces distractions that are typical in classrooms or lecture halls, increases time-on-task, and improves student performance (Allen and Seaman 2010; Chen et al. 2010; Du 2011; Fulton 2012; Keller et al. 2009; Owen and Dunham 2015; Smith and Suzuki 2015; Smith and Smith 2012;…”
Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010, unknown): “Recent research indicates that more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010) This represents an increase of more than 100% from just four years ago.”