4,572
Views
15
CrossRef citations to date
0
Altmetric

References

  • Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 39, 299–316. doi:10.1080/01587919.2018.1476845.
  • Dawson, S., Gašević, D., Siemens, G., & Joksimovic, S. (2014). Current state and future trends: A citation network analysis of the learning analytics field. In M. Pistilli, J. Willis, & D. Koch (Eds.), Proceedings of the Fourth International Conference on Learning Analytics and Knowledge (pp. 231–240). New York, NY: ACM. doi:10.1145/2567574.2567585.
  • Houlden, S., & Veletsianos, G. (2019). A posthumanist critique of flexible online learning and its “anytime anyplace” claims. British Journal of Educational Technology, 50, 1005–1018. doi:10.1111/bjet.12779.
  • Lodge, J. M., Alhadad, S. S., Lewis, M. J., & Gašević, D. (2017). Inferring learning from big data: The importance of a transdisciplinary and multidimensional approach. Technology, Knowledge and Learning, 22, 385–400. doi:10.1007/s10758-017-9330-3.
  • Naidu, S. (2018). To interact or not to interact is NOT the question! [Editorial]. Distance Education, 39, 277–280. doi:10.1080/01587919.2018.1483715
  • Selwyn, N. (2011). ‘Finding an appropriate fit for me’: Examining the (in)flexibilities of international distance learning. International Journal of Lifelong Education, 30, 367–383. doi:10.1080/02601370.2011.570873.
  • Sheail, P. (2018). Temporal flexibility in the digital university: Full-time, part-time, flexitime. Distance Education, 39, 462–479. doi:10.1080/01587919.2018.1520039.
  • Tang, H., Xing, W., & Pei, B. (2018). Exploring the temporal dimension of forum participation in MOOCs. Distance Education, 39, 353–372. doi:10.1080/01587919.2018.1476841.
  • Wise, A. F., & Shaffer, D. W. (2015). Why theory matters more than ever in the age of big data. Journal of Learning Analytics, 2, 5–13. doi:10.18608/jla.2015.22.2.
  • Zhang, J., Lou, X., Zhang, H., & Zhang, J. (2019). Modeling collective attention in online and flexible learning environments. Distance Education, 40, 278–301. doi:10.1080/01587919.2019.1600368.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.