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International Journal of Lifelong Education Volume 37, 2018 - Issue 2
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Andragogy in blended learning contexts: effective tutoring of adult learners studying part-time, vocationally relevant degrees at a distance

Andrew YoudeSchool of Education and Professional Development, University of Huddersfield, Huddersfield, UKCorrespondence[email protected]
Pages 255-272 | Published online: 31 Mar 2018

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Elizabeth Knight, Marcella Milana, Ulrik Brandi, Steven Hodge & Tetyana Hoggan-Kloubert. (2023) Lifelong, lifewide learning for the new abnormal and how digital fits. International Journal of Lifelong Education 42:1, pages 1-7.
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Andrew Youde. (2020) I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners. Higher Education Research & Development 39:5, pages 1040-1054.
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Articles from other publishers (13)

David William Stoten. (2023) Positioning through epistemic cognition in higher education: conceptualising the ways in which academics in a business school view heutagogy. Higher Education 87:4, pages 991-1007.
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Jacqueline M. Knapke, Laura Hildreth, Jennifer R. Molano, Stephanie M. Schuckman, Jason T. Blackard, Megan Johnstone, Elizabeth J. Kopras, M. K. Lamkin, Rebecca C. Lee, John R. Kues & Angela Mendell. (2024) Andragogy in Practice: Applying a Theoretical Framework to Team Science Training in Biomedical Research. British Journal of Biomedical Science 81.
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Covadonga Rodrigo, Francisco Iniesto & Ana Garcia-Serrano. (2024) Applying andragogy for integrating a MOOC into a formal online learning experience in computer engineering. Heliyon 10:1, pages e23493.
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Graeme Argirios Anning. 2023. Handbook of Research on Critical Issues and Global Trends in International Education. Handbook of Research on Critical Issues and Global Trends in International Education 421 445 .
Iluminada Sánchez-Doménech. (2023) Nuevos perfiles de estudiantes de másteres en línea: aprendizaje autodirigido y motivación. REDU. Revista de Docencia Universitaria 21:1, pages 83-98.
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Linnette R. L. Werner. (2022) Addressing the unique needs of graduate and professional student leadership identity online, in‐person, and through turbulent times. New Directions for Student Leadership 2022:176, pages 31-40.
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Mahyudin Ritonga, Suci Ramadhanti Febriani, Martin Kustati, Ehsan Khaef, Apri Wardana Ritonga & Renti Yasmar. (2022) Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International 2022, pages 1-9.
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Shima Sabri, Abdullah Gani, Elaheh Yadegaridehkordi, Christopher Ifeanyi Eke & Liyana Shuib. (2022) A Survey on Mobile Learning for Adult Learners: State-of-the-Art, Taxonomy, and Challenges. IEEE Access 10, pages 83884-83897.
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Shima Sabri, Abdullah Gani, Elaheh Yadegaridehkordi, Shuhadah Othman, Faizah Miserom & Liyana Shuib. (2022) A Framework for Mobile Learning Acceptance Amongst Formal Part-Time Learners: From the Andragogy Perspective. IEEE Access 10, pages 61213-61227.
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Ximena Paz Martínez Oportus. (2021) Efecto de la respiración consciente en la tarea de atención en adultos. Revista Scientific 6:19, pages 383-401.
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Christopher J. M. Smith, Constantinos Choromides, Fiona Stewart-Knight & Marty Wright. 2021. Importing Transnational Education. Importing Transnational Education 193 210 .
Andrew Youde. (2020) “Face-to-Face Trumps Everything”: An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments. Education Sciences 10:5, pages 147.
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Thomas Roche, Erica Wilson & Elizabeth Goode. (2022) Why the Southern Cross Model? How one University’s Curriculum was Transformed. SSRN Electronic Journal.
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