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Identifying at‐risk students in videoconferencing and web‐based distance education
6 references·13 citing·45 second hop
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this work references cited by second hop

References

  • 1975Dropout from Higher Education: A Theoretical Synthesis of Recent Research7,883 cited
  • 1997Classrooms as Communities1,686 cited
  • 1999What's the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education.958 cited
  • 1997Classrooms as Communities: Exploring the Educational Character of Student Persistence934 cited
  • 1998Computer use, confidence, attitudes, and knowledge: A causal analysis262 cited
  • 1995Open Learning Courses for Adults: A Model of Student Progress250 cited

Cited by

  • 2007Validation of the diagnostic tool for assessing Tertiary students’ readiness for online learning118 cited
  • 2008Toward Practical Procedures for Predicting and Promoting Success in Virtual School Students113 cited
  • 2008Predictors of Learning Satisfaction in Japanese Online Distance Learners112 cited
  • 2004The effect of previous experience with information and communication technologies on performance in a Web-based learning program104 cited
  • 2011Student Characteristics That Predict Persistence in Community College Online Courses103 cited
  • 2002Predicting Success of Virtual High School Students94 cited
  • 2013Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school92 cited
  • 2014

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Reasons for student dropout in an online course in a rural K–12 setting
88 cited
  • 2022Persistence and Dropout in Higher Online Education: Review and Categorization of Factors68 cited
  • 2021The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model61 cited
  • 2017Testing a path-analytic model of adult dropout in online degree programs59 cited
  • 2005Student Success in Online K-12 Education55 cited
  • 2019Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments32 cited