References
- Ahmed, S. A., Hegazy, N. N., Malak, H. W. A., Kayser III, W. C., Elrafie, N. M., Hassanien, M., Al-Hayani, A. A., El Saadany. S. A., Al-Youbi, A. O., & Shehata, M. H. (2020). Model for utilizing distance learning post COVID-19 using a cross-sectional qualitative study. BMC Medical Education, 20, Article 400. https://doi.org/https://doi.org/10.1186/s12909-020-02311-1
- Almuraqab, N. A. S. (2020). Shall universities at the UAE continue distance learning after the COVID-19 pandemic? Revealing students’ perspective. International Journal of Advanced Research in Engineering and Technology, 11(5), 226–233. https://iaeme.com/MasterAdmin/Journal_uploads/IJARET/VOLUME_11_ISSUE_5/IJARET_11_05_024.pdf
- Alquarashi, E. (2019). Predicting student satisfaction and perceived learning within online environments. Distance Education, 40(1), 133–148. https://doi.org/https://doi.org/10.1080/01587919.2018.1553562
- Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167–181. https://doi.org/https://doi.org/10.1080/13502930701321378
- Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61–67. https://www.learntechlib.org/primary/p/2226/
- Bourdeaux, R., & Shoenack, L. (2016). Adult student expectations and experiences in an online learning environment. The Journal of Continuing Higher Education, 64(3), 152–161. https://doi.org/https://doi.org/10.1080/07377363.2016.1229072
- Buck, S. (2016) In their own voices: study habits of distance education students. Journal of Library and Information Services in Distance Education, 10(3-4), 137–173. https://doi.org/https://doi.org/10.1080/1533290X.2016.1206781
- Butler, A. B. (2007). Job characteristics and college performance and attitudes: A model of work-school conflict and facilitation. Journal of Applied Psychology, 92(2), 500–510. https://doi.org/https://doi.org/10.1037/0021-9010.92.2.500
- Chang, S. H. H., & Smith, R. A. (2008). Effectiveness of personal interaction in a learner-centred paradigm distance education class based on student satisfaction. Journal of Research on Technology in Education, 40(4), 407–426. https://doi.org/https://doi.org/10.1080/15391523.2008.10782514
- Cinar, M., & Torenli, N. (2010). Redesign online courses with student expectations: a case study with a new infrastructure. Procedia – Social and Behavioral Sciences, 9, 2013–2016. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.12.438
- D’Errico, F., Paciello, M., & Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of e-Learning and Knowledge Society, 12(4), 9–23. https://doi.org/https://doi.org/10.20368/1971-8829/1144
- Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Journal of Innovative Education, 14(2), 185–215. https://doi.org/https://doi.org/10.1111/dsji.12097
- Giancola, J. K., Grawitch, M. J., & Borchert, D. (2009). Dealing with the stress of college: A model for adult learners. Adult Education Quarterly, 59(3), 246–263. https://doi.org/https://doi.org/10.1177/0741713609331479
- Gorky, S. M. (2014). Modeling the determinants of student retention in distance education institutions. International Journal of Continuing Education and Lifelong Learning, 6(2), 15–28. https://doi.org/https://doi.org/10.3316/informit.321689432407430
- Grace, D., Weaven, S., Bodey, K., Ross, M., & Weaven, K. (2012). Putting student evaluations into perspective: The course experience quality and satisfaction model (CEQS). Studies in Educational Evaluation, 38, 35–43. https://doi.org/https://doi.org/10.1016/j.stueduc.2012.05.001
- Greenhaus, J. H., & Beutell, N. J. (1985). Sources of conflict between work and family roles. Academy of Management Review, 10(1), 76–88. https://doi.org/https://doi.org/10.2307/258214
- Greenhaus, J. H., & Powell, G. N. (2006). When work and family are allies: a theory of work-family enrichment. Academy of Management Review, 31(1), 72–92. https://doi.org/https://doi.org/10.5465/amr.2006.19379625
- Grzywacz, J. G., & Marks, N. E. (2000). Reconceptualizing the work-family interface: an ecological perspective on the correlates of positive and negative spillover between work and family. Journal of Occupational Health Psychology, 5(1), 111–126. https://doi.org/https://doi.org/10.1037//1076-8998.5.1.111
- Harris, M. L., & Gibson, S. G. (2006). Distance education vs face-to-face classes: individual differences, course preferences and enrolment. Psychological Reports, 98(3), 756–764. https://doi.org/https://doi.org/10.2466/pr0.98.3.756-764
- Hammer, L. B., Grigsby, T. D., & Woods, S. (1998). The conflicting demands of work, family and school among students at an urban university. Journal of Psychology, 132(2), 200–226. https://doi.org/https://doi.org/10.1080/00223989809599161
- Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579. https://doi.org/https://doi.org/10.1080/03075079.2015.1007946
- Herbert, M. (2006). Staying the course: A study in online student satisfaction and retention. Online Journal of Distance Learning Administration, 9(4). https://www.westga.edu/∼distance/ojdla/winter94/herbert94.htm
- Hillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30–42. https://doi.org/https://doi.org/10.1080/08923649409526853
- Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/https://doi.org/10.1037/0003-066X.44.3.513
- Jisc. (2020). Online surveys. https://www.onlinesurveys.ac.uk/
- Joo, Y., Lim., K., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654–1664. https://doi.org/https://doi.org/10.1016/j.compedu.2011.02.008
- Kahu, E. R., Stephens, C., Zepke, N., & Leach, L. (2014). Space and time to engage: Mature-aged distance students learn to fit study into their lives. International Journal of Lifelong Education, 33(4), 523–540. https://doi.org/https://doi.org/10.1080/02601370.2014.884177
- Kara, M., Erdogdu, F., Kokoc, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5–22. https://doi.org/https://doi.org/10.5944/openpraxis.11.1.929
- Karadag, E., Su, A., & Ergin-Kocaturk, H. (2021). Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 1–20. https://doi.org/https://doi.org/10.1186/s41239-021-00291-w
- Kirmizi, Ö. (2015). The influence of learner readiness on student satisfaction and academic achievement in an online program at higher education. The Turkish Online Journal of Educational Technology, 14(1), 133–142. http://www.tojet.net/articles/v14i1/14114.pdf
- Kuo, Y., Walker, A., Belland, B., & Schroder, K. (2013). A predictive student of student satisfaction in online education programs. The International Review of Research in Open and Distance Learning, 14(1), 16–39. https://doi.org/https://doi.org/10.19173/irrodl.v14i1.1338
- Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. Springer.
- Lee, Y., & Choi, J. (2013). A structural equation model of predictors of online learning retention. The Internet and Higher Education, 16, 36–42. https://doi.org/https://doi.org/10.1016/j.iheduc.2012.01.005
- Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335–343. https://doi.org/https://doi.org/10.1016/0005-7967(94)00075-U
- Marks, S. R. (1977). Multiple roles and role strains: some notes on human energy, time and commitment. American Sociological Review, 42(6), 921–936. https://doi.org/https://doi.org/10.2307/2094577
- Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–7. https://doi.org/https://doi.org/10.1080/08923648909526659
- Moore, C., & Greenland, S. (2017). Employment-driven online student attrition and the assessment policy divide: An Australian open-access higher education perspective. Journal of Open, Flexible and Distance Learning, 21(1), 52–62. https://www.jofdl.nz/index.php/JOFDL/article/view/286/217
- Naidu, S. (2021). Building resilience in education systems post-COVID-19. Distance Education, 42(1), 1–4. https://doi.org/https://doi.org/10.1080/01587919.2021.1885092
- Netemeyer, R. G., McMurrian, R., & Boles, J. S. (1996). Development and validation of work–family conflict and family–work conflict scales. Journal of Applied Psychology, 81(4), 400–410. https://doi.org/https://doi.org/10.1037/0021-9010.81.4.400
- Nicklin, J. M., Meachon, E. J. & McNall, L. A. (2019). Balancing work, school and personal life among graduate students: A positive psychology approach. Applied Research in Quality of Life, 14, 1265–1286. https://doi.org/https://doi.org/10.1007/s11482-018-9650-z
- Office for Students. (2021). National student survey. https://www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/nss-data-provider-level/
- Office of National Statistics. (2011). 2011 Census. https://census.ukdataservice.ac.uk/media/50966/2011_england_household.pdf
- Ortagus, J. C. (2017). From the periphery to prominence: An examination of the changing profile of online students in American higher education. The Internet and Higher Education, 32, 47–57. https://doi.org/https://doi.org/10.1016/j.iheduc.2016.09.002
- Parahoo, S. K., Santally, M.I., Rajabalee, Y., & Harvey, H. L. (2016). Designing a predictive model of student satisfaction in online learning. Journal of Marketing for Higher Education, 26(1), 1–19. https://doi.org/https://doi.org/10.1080/08841241.2015.1083511
- Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/https://doi.org/10.1016/j.cedpsych.2010.10.002
- Rockinson-Szapkiw, A., Sosin, L. S., & Spaulding, L. (2018). Does family matter? A phenomenological inquiry exploring the lived experiences of women persisting in distance education, professional doctoral programs. International Journal of Doctoral Studies, 13, 497–515. https://doi.org/https://doi.org/10.28945/4157
- Samra, R., Waterhouse, P., & Lucassen, M. (2021). Combining and managing work-family-study roles and perceptions of institutional support. Distance Education, 42(1), 88–105. https://doi.org/https://doi.org/10.1080/01587919.2020.1869530
- Simpson, O. (2013). Student retention in distance education: Are we failing our students? Open Learning: The Journal of Open, Distance and e-Learning, 28(2), 105–119. https://doi.org/https://doi.org/10.1080/02680513.2013.847363
- Stata Corporation (2015). Stata Statistical Software (Version 14). [Computer software]. https://www.stata.com/
- Stein, D. S., Wanstreet, C. E., & Calvin, J. (2009). How a novice adult online learner experiences transactional distance. Quarterly Review of Distance Education, 10(3), 305–311. https://www.infoagepub.com/qrde-issue.html?i=p54c3c79e58cb3
- Xie. J., Gulinna, A., Rice, M. F., Griswold, D. E. (2021). Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19. Distance Education, 42(3), 331–351. https://doi.org/https://doi.org/10.1080/01587919.2021.1956305
- van Rooijen, M. (2019). Leading in higher education. In G. Redding, A. Drew & S. Crump (Eds.), The Oxford handbook of higher education systems and university management (pp. 204–217). Oxford University Press.
- Universities and Colleges Admissions Service. (2021). Post-16 qualifications you can take. https://www.ucas.com/further-education/post-16-qualifications/post-16-qualifications-you-can-take
- Waterhouse, P., Samra, R., & Lucassen, M. (2020). Mental distress and its relationship to distance education students’ work and family roles. Distance Education, 41(4), 540–558. https://doi.org/https://doi.org/10.1080/01587919.2020.1821606
- Weerasinghe, S., Lalitha, R., & Fernando, S. (2017). Students’ satisfaction in higher education literature review. American Journal of Educational Research, 5(5), 533–539. http://pubs.sciepub.com/education/5/5/9/index.html
- Weidlich, J., & Bastiaens, T.J. (2018). Technology matters – the impact of transactional distance on satisfaction in online distance learning. The International Review of Research in Open and Distributed Learning, 19(3), 222–242. https://doi.org/https://doi.org/10.19173/irrodl.v19i3.3417
- Whitty, G., Hayton, A., & Tang, S. (2015). Who you know, what you know and knowing the ropes: A review of evidence about access to higher education institutions in England. Review of Education, 3(1), 27–67. https://doi.org/https://doi.org/10.1002/rev3.3038
- Wilkins, S., & Huisman, W. J. (2011). Student recruitment at international branch campuses: Can they compete in the global market? Journal of Studies in International Education, 15(3), 299–316. https://doi.org/https://doi.org/10.1177/1028315310385461
- Wozniak, H., & McEldowney, R. (2015). Layers of transition: The lived experiences of online distance learners. In T. Thomas, E. Levin, P. Dawson, K. Fraser, & R. Hadgraft (Eds.), Research and development in higher education: learning for life and work in a complex world (vol. 38, pp. 505–515). Higher Education Research and Development Society of Australia. https://www.herdsa.org.au/system/files/HERDSA_2015_Wozniak.pdf