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Length of online course and student satisfaction, perceived learning, and academic performance
10 references·6 citing·46 second hop
Length of online course and student satisfaction, perceived learning, and academic performance (2010)Length of online course and student satis…The Arcs Model of Motivational Design (2009)The Arcs Model of Motivationa…On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning (2007)On-Line Course Effectiveness:…Growing by Degrees: Online Education in the United States, 2005. 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(2000)As Distance Education Comes o…Theory and distance education: A new discussion (1999)Theory and distance education…Course Structure Effects on Students' Computer Anxiety, Confidence and Attitudes (1995)Course Structure Effects on S…The success, satisfaction and experiences of international students in an immersive block model (2024)The success, satisfaction and…Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills (2022)Gamifying Online Training in …Developing an online learner satisfaction framework in higher education through a systematic review of research (2022)Developing an online learner …Accounting students’ choice of blended learning format and its impact on performance and satisfaction (2019)Accounting students’ choice o…Persistence factors revealed: students’ reflections on completing a fully online program (2017)Persistence factors revealed:…An Examination of Motivation Model Components in Face-to-Face and Online Instruction (2017)An Examination of Motivation …User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)Personal Computing Acceptance Factors in Small Firms: A Structural Equation Model1 (1997)A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators (2007)The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses (2012)Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM) (2016)Reconsidering Research on Learning from Media (1983)Women's Ways Of Knowing (1986)Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment (1997)Social presence in online discussion groups: testing three conceptions and their relations to perceived learning (2008)Can Online Courses Deliver In-class Results? 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(2000)Testing a motivational model of achievement: How students’ mathematical beliefs and interests are related to their achievement (2011)Testing the MUSIC Model of Academic Motivation through confirmatory factor analysis (2013)Does modality matter? A comparison of aspiring leaders’ learning online and face-to-face (2019)In search of higher persistence rates in distance education online programs (2003)Perspectives on Blended Learning in Higher Education (2007)A review of online course dropout research: implications for practice and future research (2010)Is There an Optimal Design for On-Line MBA Courses? (2005)What is online learner participation? A literature review (2008)Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19 (2021)Blended Learning Environments (2005)Blended Learning: Research Perspectives (2007)Teacher readiness for online learning: Scale development and teacher perceptions (2015)A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions (2018)Embracing the Future: Creative Industries for Environment and Advanced Society 5.0 in a Post-Pandemic Era (2022)
this work references cited by second hop

References

  • 2000As Distance Education Comes of Age, the Challenge Is Keeping the Students.761 cited
  • 2002Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction567 cited
  • 2005Growing by Degrees: Online Education in the United States, 2005.416 cited
  • 2000Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network368 cited
  • 2005Factors Affecting Student Attitudes Toward Flexible Online Learning in Management Education337 cited
  • 2007On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning309 cited
  • 1999Theory and distance education: A new discussion247 cited
  • 2003Attributes of high‐quality intensive courses132 cited
  • 2009The Arcs Model of Motivational Design122 cited
  • 1995Course Structure Effects on Students' Computer Anxiety, Confidence and Attitudes58 cited

Cited by

  • 2017An Examination of Motivation Model Components in Face-to-Face and Online Instruction89 cited
  • 2022Developing an online learner satisfaction framework in higher education through a systematic review of research84 cited
  • 2017Persistence factors revealed: students’ reflections on completing a fully online program70 cited
  • 2019Accounting students’ choice of blended learning format and its impact on performance and satisfaction

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58 cited
  • 2022Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills43 cited
  • 2024The success, satisfaction and experiences of international students in an immersive block model18 cited