Constance Iloh, Does distance education go the distance for adult learners? Evidence from a qualitative study at an American community college. Journal of Adult and Continuing Education, Online First October 18, 2018. DOI: 10.1177/1477971418785384
Sections throughout the original manuscript have been re-written and updated and this manuscript also includes new references. The online version of the article has been updated.
This notice includes for reference a watermarked version of the article as published on October 18, 2018.
References
1.
AlsaatyF. M.CarterE.AbrahamsD.AlshameriF. (2016).
Traditional versus online learning in institutions of higher education: Minority business students’ perceptions. Business and Management Research,
5(2), 31–41. doi:10.5430/bmr.v5n2p31
2.
FernandezW. D. (2004). The grounded theory method and case study data in is research: Issues and design. In HartD. N.GregorS. D. (Eds.), Information systems foundations: Constructing and criticizing.
Canberra, Australia:
ANU E-Press.
3.
HajibayovaL. (2017).
Students' viewpoint: What constitutes presence in an online classroom?Cataloging & Classification Quarterly,
55(1), 12–25.
4.
HuangX.ChandraA.DePaoloC. A.SimmonsL. L. (2016).
Understanding transactional distance in web-based learning environments: An empirical study.British Journal of Educational Technology,
47(4), 734–747.
5.
MbwesaJ. K. (2014).
Transactional distance as a predictor of perceived learner satisfaction in distance learning courses: A case study of bachelor of education arts program. Journal of Education and Training Studies,
2(2), 176–188.
6.
PelletierS. (2010). Success for adult students. Public Purpose, 2-6.
7.
SeamanJ. E.AllenI. E.SeamanJ. (2018). Grade increase: Tracking distance education in the United States.
Babson Survey Research Group:
Babson Park, MA.
8.
ShannonD. M. (2002).
Effective teacher behaviors and Michael Moore’s theory of transactional distance.Journal of Education for Library and Information Science,
43(1), 43–46.
