Adult Student Expectations and Experiences in an Online Learning Environment

References

• Alexander, M. W., Perreault, H., Zhao, J. J., & Waldman, L. (2009). Comparing AACSB faculty and student online learning experiences: Changes between 2000 and 2006. The Journal of Educators Online, 6(1), 1–20.
   Google Scholar
• Allen, I. E., & Seaman, J. (2015). Grade level: Tracking online education in the United States. Newburyport, MA: Online Learning Consortium.
   Google Scholar
• Ball, T. C., & Leppington, R. (2013). Community-building learning groups in an online course: A study of functional moves. Northwest Journal of Communication, 41(1), 109–132.
   Google Scholar
• Baran, E., Correia, A., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421–439. Retrieved from http://dx.doi.org/10.1080/01587919.2011.610293
   Web of Science ®Google Scholar
• Bishop, A. (2002). Come into my parlour said the spider to the fly: Critical reflections on Web-based education from a student's perspective. Distance Education, 23(2), 231–236. Retrieved from http://dx.doi.org/10.1080/0158791022000009222
   Google Scholar
• Bronack, S., Riedl, R., & Tashner, J. (2006). Learning in the zone: A social constructivist framework for distance education in a 3-dimensional virtual world. Interactive Learning Environments, 14(3), 219–232. Retrieved from http://dx.doi.org/10.1080/10494820600909157
   Web of Science ®Google Scholar
• Burgoon, J. K. (1993). Interpersonal expectations, expectancy violations, and emotional communication. Journal of Language and Social Psychology, 12, 30–48. Retrieved from http://dx.doi.org/10.1177/0261927X93121003
   Google Scholar
• Burgoon, J. K, Le Poire, B. A., & Rosenthal, R. (1995). Effects of preinteraction expectancies and target communication on perceiver reciprocity and compensation in dyadic interaction. Journal of Experimental Social Psychology, 31(4), 287–321. Retrieved from http://dx.doi.org/10.1006/jesp.1995.1014
   Web of Science ®Google Scholar
• Caruso, J. B. (2006). Measuring student experiences with course management systems. ECAR Research Bulletin, 19, 1–12.
   Google Scholar
• Choy, S. (2002). Nontraditional undergraduates (NCES 2002–012). U.S. Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office.
   Google Scholar
• Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher education. Quarterly Review of Distance Education, 13(1), 11–14.
   Google Scholar
• Donovant, B. W., Daniel, B. V., & MacKewn, A. S. (2013). (Dis)connected in today's college classroom? What faculty say and do about mixed-age classes. The Journal of Continuing Higher Education, 61(3), 132–142. Retrieved from http://dx.doi.org/10.1080/07377363.2013.836811
   Google Scholar
• Forbus, P., Newbold, J. J., & Mehta, S. S. (2011). A study of non-traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership, 15, 109–125.
   Google Scholar
• Frisby, B. N., & Sidelinger, R. J. (2013). Violating student expectations: Student disclosures and student reactions in the college classroom. Communication Studies, 64(3), 241–258. Retrieved from http://dx.doi.org/10.1080/10510974.2012.755636
   Google Scholar
• Gibbs, G. R. (2007). Qualitative research kit: Analyzing qualitative data. London, England: Sage. Retrieved from http://dx.doi.org/10.4135/9781849208574
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
   Google Scholar
• Haley, G. R., & Booker, J. E. (2012). Empowering non-traditional students to succeed in online programs. Journal of Human Resource and Adult Learning, 8(1), 71–79.
   Google Scholar
• Houser, M. L. (2005). Are we violating their expectations? Instructor communication expectations of traditional and nontraditional students. Communication Quarterly, 53(2), 213–228. Retrieved from http://dx.doi.org/10.1080/01463370500090332
   Google Scholar
• Houser, M. L. (2006). Expectancy violations of instructor communication as predictors of motivation and learning: A comparison of traditional and nontraditional students. Communication Quarterly, 54(3), 331–349. Retrieved from http://dx.doi.org/10.1080/01463370600878248
   Google Scholar
• Hussar, W. J., & Bailey, T. M. (2014). Projections of education statistics to 2022 (NCES 2014–051). Washington, DC: Government Printing Office.
   Google Scholar
• Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 higher education edition. Austin, TX: New Media Consortium.
   Google Scholar
• Kasworm, C. E. (2014). Paradoxical understandings regarding adult undergraduate persistence. The Journal of Continuing Higher Education, 62(2), 67–77. Retrieved from http://dx.doi.org/10.1080/07377363.2014.916587
   Google Scholar
• Koermer, C. D., & Petelle, J. L. (1991). Expectancy violation and student rating of instruction. Communication Quarterly, 39(4), 341–350. Retrieved from http://dx.doi.org/10.1080/01463379109369810
   Google Scholar
• Kvale, S. (2007). Qualitative research kit: Doing interviews. London, England: Sage. Retrieved from http://dx.doi.org/10.4135/9781849208963
   Google Scholar
• Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48(2), 185–204. Retrieved from http://dx.doi.org/10.1016/j.compedu.2004.12.004
   Web of Science ®Google Scholar
• Manning, J., & Kunkel, A. (2013). Researching interpersonal relationships: Qualitative methods, studies, and analysis. Los Angeles, CA: Sage.
   Google Scholar
• McLawhon, R., & Cutright, M. (2012). Instructor learning styles as indicators of online faculty satisfaction. Educational Technology & Society, 15(2), 341–353.
   Web of Science ®Google Scholar
• McPherson, M. B., Kearney, P., & Plax, T. (2003). The dark side of instruction: Teacher anger as classroom norm violations. Journal of Applied Communication Research, 31(1), 76–90. Retrieved from http://dx.doi.org/10.1080/00909880305376
   Web of Science ®Google Scholar
• Morris, E. A., Brooks, P. R., & May, J. L. (2003). The relationship between achievement goal orientation and coping style: Traditional vs. nontraditional college students. College Student Journal, 37(1), 3–8.
   Google Scholar
• Mottet, T. P., Parker-Raley, J., Cunningham, C., Beebe, S. A., & Raffeld, P. C. (2006). Testing the neutralizing effect of instructor immediacy on student course workload expectancy violations and tolerance for instructor unavailability. Communication Education, 55(2), 147–166. Retrieved from http://dx.doi.org/10.1080/03634520600565886
   Web of Science ®Google Scholar
• Newbold, J. J., Mehta, S. S., & Forbus, P. R. (2010). A comparative study between non-traditional students in terms of their demographics, attitudes, behavior and educational performance. International Journal of Education Research, 5(1), 1–24.
   Google Scholar
• Obermiller, C., Ruppert, B., & Atwood, A. (2012). Instructor credibility across disciplines: Identifying students' differentiated expectations of instructor behaviors. Business Communication Quarterly, 75(2), 153–165. Retrieved from http://dx.doi.org/10.1177/1080569911434826
   Google Scholar
• O'Lawrence, H. (2006). The influences of distance learning on adult learners. Techniques: Connecting Education and Careers, 81(5), 47–49.
   Google Scholar
• Park, J., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207–217.
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Sugar, W., Martindale, T., & Crawley, F. E. (2007). One professor's face-to-face teaching strategies while becoming an online instructor. Quarterly Review of Distance Education, 8(4), 365–385.
   Google Scholar
• Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and retention. The Journal of Continuing Higher Education, 59(1), 10–20. Retrieved from http://dx.doi.org/10.1080/07377363.2011.544977
   Google Scholar
• Zembylas, M. (2008). Adult learners' emotions in online learning. Distance Education, 29(1), 71–87.
   Web of Science ®Google Scholar