Citations (26)
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Frances Myers, Hayley Glover & Carey Stephens. (2021) Learner interrupted: understanding the stories behind the codes – a qualitative analysis of HE distance-learner withdrawals. Journal of Further and Higher Education 45:8, pages 1134-1146.
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Marie Cahillane, Piers MacLean & Victoria Smy. (2019) Novel application of a predictive skill retention model to technical VLE content production skills among Higher Education teachers: a case study. Interactive Learning Environments 27:3, pages 336-348.
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Fiona Price & Karima Kadi‐Hanifi. (2011) E‐motivation! The role of popular technology in student motivation and retention. Research in Post-Compulsory Education 16:2, pages 173-187.
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Karen Burton, Mary Golding Lloyd & Colin Griffiths. (2011) Barriers to learning for mature students studying HE in an FE college. Journal of Further and Higher Education 35:1, pages 25-36.
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Sally Sambrook & Jennifer Rowley. (2010) What’s the use of webnotes? Student and staff perceptions. Journal of Further and Higher Education 34:1, pages 119-134.
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Articles from other publishers (21)
Gitte Van Helden, Vivian Van Der Werf, Gillian N. Saunders-Smits & Marcus M. Specht. (2023) The Use of Digital Peer Assessment in Higher Education—An Umbrella Review of Literature. IEEE Access 11, pages 22948-22960.
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Samuel Eugene Stevenson, Deepika Anbu, Papakas Wijeyendram, Hailey Laurayne & Scott Border. 2023. Biomedical Visualisation. Biomedical Visualisation
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Lory Barile, Caroline Elliott & Michael McCann. (2022) Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic. International Review of Economics Education 41, pages 100253.
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Amanda J. Rockinson-Szapkiw, Kathryn Sharpe & Jillian Wendt. (2022) Promoting Self-Efficacy, Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and Ethnic Minority Women's Learning Experiences in a Virtual STEM Peer Mentor Training. Journal of Science Education and Technology 31:3, pages 386-402.
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Jozef Hvorecký, Michal Beňo, Soňa Ferenčíková, Renata Janošcová & Jozef Šimúth. (2021) Czech and Slovak Educators' Online Teaching Experience: A Covid-19 Case Study. Acta Informatica Pragensia 10:3, pages 236-256.
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Ahmed Bagabir, Mohammad Zaino, Ahmed Abutaleb & Ahmed Fagehi. (2021) Predictive Analysis of Higher Education Graduation and Retention in Saudi Arabia u sing Multinomial Logistic Regression. International Journal of Basic Sciences and Applied Computing 3:6, pages 1-8.
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Tom Clark. (2021) Disruption, digital literacy and UK Higher Education Policy. Psychology of Education Review 45:1, pages 30-34.
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Faieza Chowdhury. (2019) Blended learning: how to flip the classroom at HEIs in Bangladesh?. Journal of Research in Innovative Teaching & Learning 13:2, pages 228-242.
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Lesley May & Nicky Danino. (2020) The PASS Effect. The PASS Effect.
Cameron C. Gray & Dave Perkins. (2019) Utilizing early engagement and machine learning to predict student outcomes. Computers & Education 131, pages 22-32.
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Rodolfo C. Raga Jr.Jennifer D. Raga & Israel V. Cariño. (2018) Visualizing Student Activity in Blended Learning Classroom by Mining Course Log Data. International Journal of Learning and Teaching, pages 1-6.
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Vera Arhin, Tabitha Wang’eri & Edward Kigen. (2017) Academic Advising and Student Retention in Distance Learning: The Case of University of Cape Coast, Ghana. Journal of Educational and Social Research 7:3, pages 25-37.
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Diane Hart & Alberto Paucar-Caceres. (2017) A utilisation focussed and viable systems approach for evaluating technology supported learning. European Journal of Operational Research 259:2, pages 626-641.
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Alexandros Chrysikos, Ejaz Ahmed & Rupert Ward. (2017) Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution. International Journal of Comparative Education and Development 19:2/3, pages 97-121.
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Jackie Boehm, Reinie Cordier, Yvonne Thomas, Bronwyn Tanner & Karen Salata. (2017) The first year experience of occupational therapy students at an Australian regional university: Promoting student retention and developing a regional and remote workforce. Australian Journal of Rural Health 25:1, pages 22-27.
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Chihiro Watanabe, Kashif Naveed & Pekka Neittaanmäki. (2017) Co-evolution between trust in teachers and higher education toward digitally-rich learning environments. Technology in Society 48, pages 70-96.
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Mahsood Shah, Elizabeth Goode, Susan West & Helene Clark. (2014) Widening Student Participation in Higher Education through Online Enabling Education. Widening Participation and Lifelong Learning 16:3, pages 36-57.
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Helen T. Allan, Mike O'Driscoll, Vikki Simpson & Jill Shawe. (2013) Teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education. Nurse Education Today 33:9, pages 1068-1073.
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Irene Cantarero-Villanueva, Carolina Fernández-Lao, Noelia Galiano-Castillo, Eduardo Castro-Martín, Lourdes Díaz-Rodríguez & Manuel Arroyo-Morales. (2012) Evaluation of E-Learning as an Adjunctive Method for the Acquisition of Skills in Bony Landmark Palpation and Muscular Ultrasound Examination in the Lumbopelvic Region: A Controlled Study. Journal of Manipulative and Physiological Therapeutics 35:9, pages 727-734.
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Debbie Kemmer. (2011) Blended learning and the development of student responsibility for learning: a case study of a ‘widening access’ university. Widening Participation and Lifelong Learning 13:3, pages 60-73.
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