Relevant bibliographies by topics / Online students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online students'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Online students"

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Watson, Firm Faith, Marianne Castano Bishop, and Debra Ferdinand-James. "Instructional Strategies to Help Online Students Learn: Feedback from Online Students." TechTrends 61, no. 5 (August 14, 2017): 420–27. http://dx.doi.org/10.1007/s11528-017-0216-y.

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Kretovics, Mark. "Commuter Students, Online Services, and Online Communities." New Directions for Student Services 2015, no. 150 (June 2015): 69–78. http://dx.doi.org/10.1002/ss.20128.

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Sabri, Masturah, Faten Khalida Khalid, and Liew Khe Li. "Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation." International Journal of Languages, Literature and Linguistics 2, no. 1 (March 2016): 23–31. http://dx.doi.org/10.18178/ijlll.2016.2.1.62.

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Baker, Kelly J. "Keeping Students Engaged Online." National Teaching & Learning Forum 29, no. 4 (May 2020): 9–10. http://dx.doi.org/10.1002/ntlf.30242.

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Seguin, Cynthia. "Games online students play:." TechTrends 46, no. 4 (July 2002): 23–28. http://dx.doi.org/10.1007/bf02763260.

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Wilson, Mark L., and Wendy C. Bailey. "Testing Online Economics Students." Atlantic Economic Journal 41, no. 1 (November 9, 2012): 93–94. http://dx.doi.org/10.1007/s11293-012-9343-1.

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Brinkerhoff, Jonathan, and Carol M. Koroghlanian. "Online Students' Expectations: Enhancing the Fit between Online Students and Course Design." Journal of Educational Computing Research 36, no. 4 (June 2007): 383–93. http://dx.doi.org/10.2190/r728-28w1-332k-u115.

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Nematovna, Kholmurodova Gulhayo. "Methods Of Teaching Speaking Online To Intermediate Level Students." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 417–20. http://dx.doi.org/10.37547/tajssei/volume02issue11-69.

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It is usually easy to reach this level, and progress is always obvious. Students feel their progress and understand that they acquire the language. Usually, when students start with lower levels and feel how fast and easy the progress is made, they feel motivated and interested. At the intermediate level, students may not feel much progress but, in contrast to lower levels, they know enough to express themselves, to initiate and maintain the conversation about serious issues; and they can use language creatively. Also, the class begins to relax a little as students start to communicate more freely without needing so much input and guidance from the teacher. There is a shift of focus from what they don’t know (everything, at the lower levels) to what they do know, and what they can do with it. They can deal with most of the basic functions they need and, consequently, many learners never get beyond this level.
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Rodrigo, Covadonga, and Bernardo Tabuenca. "Learning ecologies in online students with disabilities." Comunicar 28, no. 62 (January 1, 2020): 53–65. http://dx.doi.org/10.3916/c62-2020-05.

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E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to quantify and identify which specific actions should be taken to support them. This work contributes to scientific literature with two key aspects: 1) It identifies which barriers these students encounter, and which tools they use to create learning ecologies adapted to their impairments; 2) It also presents the results from a case study in which 161 students with recognised disabilities evaluate the efficiency and ease of use of an online learning environment in higher education studies. The work presented in this paper highlights the need to provide multimedia elements with subtitles, text transcriptions, and the option to be downloadable and editable so that the student can adapt them to their needs and learning style. Los entornos de aprendizaje en línea están mejorando sus funcionalidades y la calidad de los recursos, facilitando que estudiantes con discapacidad puedan crear y adaptar sus propias ecologías de aprendizaje. Normalmente, el número de estudiantes con discapacidad matriculados es tan residual y sus discapacidades tan particulares, que resulta difícil identificar y cuantificar qué medidas de asistencia son relevantes para este colectivo en general. El objetivo de este trabajo es hacer entender cómo aprenden los estudiantes en entornos en línea dependiendo de su discapacidad y de las características del entorno. Consistentemente, se definen cinco ecologías de aprendizaje que son más frecuentes. Este trabajo contribuye a la literatura científica en dos aspectos fundamentales: 1) identificar qué barreras se encuentran, qué herramientas de apoyo utilizan los estudiantes online con discapacidad y cómo las combinan para formar ecologías de aprendizaje adaptadas a discapacidades específicas; 2) presentar los resultados en los que 161 estudiantes con discapacidad reconocida evalúan la eficiencia y facilidad de uso de un entorno de aprendizaje online en el ámbito universitario. Se resalta la necesidad de proveer elementos multimedia con subtítulos, transcripciones de texto, y la opción de que sean descargables y editables para que el estudiante pueda adaptarlos a sus necesidades y estilo de aprendizaje.
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Thiele, Joan E. "Learning Patterns of Online Students." Journal of Nursing Education 42, no. 8 (August 1, 2003): 364–66. http://dx.doi.org/10.3928/0148-4834-20030801-08.

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Dissertations / Theses on the topic "Online students"

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Prendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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Alvarsson, Sandra, Cheong Ha, and Sabrina Thams. "Student’s Website Usage : -Today’s students, tomorrows consumer." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, EMM (Entreprenörskap, Marknadsföring, Management), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15020.

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Purpose The purpose of this thesis is, looking from a consumer’s perspective, to investigate the influences of students website selection Background Today’s students are a new generation of consumers. They have been brought up with digi-tal media and have different attitudes towards marketing than their parents. Most market management theories were created before the digital revolution. Students are tomorrow’s high income consumers. It is valuable for companies to understand how these consumers orientate themselves on the internet and how to best reach them. Method An exploratory/explanatory deductive study to map what websites students use, how the websites are found and why they are used was conducted. The empirical findings were col-lected through group interviews. Conclusion Students have a very habitual behavior on the internet. They use some of the internet’s largest brands. Each website offers a niche and specialized service, presented in a simple and interactive manner. Students choose one website for each specific service. As the in-ternet is large with a lot of information they have a cluster of chore websites visited on a regular basis. From that base, students use friends and search engines to navigate them-selves to the destinations of their choice. Advertisement offer more trust than enticement to actually visit the sites.
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Gustafsson, Jens, and Carolina Jönsson. "The online challenge : Factors influencing students buying behavior online." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36028.

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Purpose: The purpose of this study was to find what factors, and to what extent these factors, affects students buying behavior regarding textbooks online.   Method: A quantitative and deductive approach by collecting data using a questionnaire through Facebook.  The population for this study is University students in Sweden, and convenience sampling was used. A descriptive research design was chosen for this thesis.   Conclusions: In this research it was clear that students did not experience perceived risk when purchasing online. Regarding the price as an affecting factor, there was an impact on the students buying behavior. Also the convenience was seen as a factor that was influencing a purchase. The two last factors, social influence and brand awareness, was affecting the students buying behavior but should be treated carefully.   Paper type: Research paper.
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Artino, Kristina A. "Undergraduate Students Perceptions of a Quality Online Course: Online Experience Versus No Online Experience." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302106185.

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Harbeck, Julia Dedrich. "Community College Students Taking Online Courses: The Student Point-of-View." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26119.

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A qualitative examination of community college studentsâ experiences taking on-line courses. The study addresses the research question, "How do community college students construct their on-line experiences?" In order to answer this question, the following foci were examined: What are the characteristics of students taking online courses?, Why are they taking on-line courses?, What are facilitative or debilitative dimensions or features that promote or inhibit success in on-line courses?, and, How does the community college infrastructure support students taking web-based courses? The results of the study were grouped into 4 categories: Interpersonal Support, Student Characteristics, Course Issues, and Infrastructure Support. All but 2 of the findings of the PRCC Study are supported by research. The first factor not mentioned in the literature is that some students choose to take a course on-line if they are not interested in the content of the class. The second finding not implicated in the research is that electronic distractions of Instant Messagingâ ¢ and the lure of surfing the Web seem to be more debilitating than interruptions from other sources such as family and work. Other implications of this study involve concerns that are common to both on-line and on-site instruction, as well as the connection between constructivism and on-line learning. Facilitative and debilitative dimensions or features that promote or inhibit success in on-line courses imply that faculty and institutions need to be adapting to the demands of teaching and learning on the Web. Implications of the Study examine improvements to the study and ideas for future research.
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Wang, Lujiaozi, and Siyu Zhu. "Online Game Addiction Among University Students." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13757.

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This thesis is about the effects of online game addiction on both Swedish and Chinese undergraduate students at University of Gävle, Sweden. It aims at investigating the impact that online games have on undergraduate students at University of Gävle, Sweden. As most of the previous researchers in this area conducted a quantitative research, we decided to do a qualitative research which can help us to get a deeper and better understanding of online game addiction.
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Price-Rhea, Kelly, Julia Price, and Deborah Hayes. "Online Doctoral Students at a Faith-Based University: Concerns of Online Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2756.

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Online doctoral education enrollment continues to rise, and the number of academic institutions who offer the degrees are increasing proportionately. Various types of institutions are involved in this growth, including those that are faith-based. Due to the competitive nature of all online doctoral degrees, including faith-based and secular programs, it is imperative to understand the needs and concerns of the students who enroll in such programs. Students enrolled in a faith-based university online doctoral program were surveyed regarding their concerns about online doctoral education. The results revealed three main themes of concerns/non-concerns, and these results could be beneficial to faith-based institutions who offer online doctoral education or plan to do so in the future.
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Cheung, Kwok-wing. "Exploring students' technology acceptance in working online." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598651.

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Cheung, Kwok-wing, and 張國榮. "Exploring students' technology acceptance in working online." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31598651.

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Lampley, James, Donald W. Good, and S. Abraham. "Expectations and Experiences of Online Doctoral Students." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/253.

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Books on the topic "Online students"

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Dhillon, Manjeet. Students' online-information seeking behaviour. Birmingham: University of Central England in Birmingham, 2003.

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Harnack, Andrew. Online!: Internet guide for students and writers. New York: St. Martin's Griffin, 1997.

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Survey of online marketing to foreign students. [New York]: Primary Research Group, 2011.

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1932-, Mancall Jacqueline C., Oesau Diane, Aversa Elizabeth Smith, and ERIC Clearinghouse on Information Resources., eds. Online information services for secondary school students. 2nd ed. Chicago, Ill: American Library Association, 1989.

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Sheperis, Carl J., and R. J. Davis. Online Counselor Education: A Guide For Students. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801208.

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Globokar, Julie. Introduction to online learning: A guide for students. Thousand Oaks, Calif: Sage Publications, 2010.

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Supporting students in online, open, and distance learning. 2nd ed. London: Kogan Page, 2002.

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Globokar, Julie L. Introduction to online learning: A guide for students. Los Angeles: Sage Publications, 2010.

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Who owns school?: Authority, students, and online discourse. Cresskill, NJ: Hampton Press, 2010.

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Palloff, Rena M. Assessing the Online Learner. New York: John Wiley & Sons, Ltd., 2008.

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Book chapters on the topic "Online students"

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Harrison, Laura M. "Floundering Online." In Teaching Struggling Students, 77–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13012-1_5.

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Janta, Hania. "Online surveys." In Research Methods for Tourism Students, 135–43. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9780203703588-12.

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Coleman, Mary Ruth, and Susan K. Johnsen. "RtI Online Resources." In RtI for Gifted Students, 129–34. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237785-8.

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Roessler, Samantha. "Online Students, Success Factors." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_67-1.

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Huser, Camille, Leah Marks, Aileen Linn, and Sarah Meek. "Student-Created Online Teaching Resources for Students." In Advances in Experimental Medicine and Biology, 37–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24281-7_4.

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Perepiczka, Michelle, Donna Sheperis, and Ruth Ouzts Moore. "Online Research." In Online Counselor Education: A Guide For Students, 193–222. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801208.n13.

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Da Silva, Ketia Kellen Araújo, and Patricia Alejandra Behar. "Digital Competences for Online Students." In Cognition and Exploratory Learning in the Digital Age, 3–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48190-2_1.

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Coldwell, Jo, and Jason Wells. "Students’ perspective of online learning." In Quality Education @ a Distance, 101–8. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_11.

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Renfrow, Jeff. "Neotraditional Students and Online Discussions." In Blended Learning, 33–48. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003037736-5.

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Nygren, Thomas, Jenny Wiksten Folkeryd, Caroline Liberg, and Mona Guath. "Students Assessing Digital News and Misinformation." In Disinformation in Open Online Media, 63–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61841-4_5.

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Conference papers on the topic "Online students"

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Wieser, Desiree, Jürgen Matthias Seeler, Karin Sixl-Daniell, and Anita Zehrer. "Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5525.

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Students’ feedback on online education has become of major importance for many higher education institutions. While researchers already identified students’ success factors and analyzed students’ satisfaction in online study programs and courses, the role of expectations in students’ online educational experience has been very often neglected in previous research. Our study adds here as it captures students’ expectations at the beginning of an online study program, highlighting the differences to traditional on-campus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy students’ needs in order to improve online programs or courses, but also a means to track the institutions own performance.Keywords: Online Education; Student Experience; Expectations, Retention, Higher Education Management
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Quardokus Fisher, Kathleen, and Darryl Reano. "INVESTIGATING STUDENTS' SOCIAL CAPITAL TO INFORM THE DESIGN OF STRUCTURES TO SUPPORT STUDENT SUCCESS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358246.

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Matthíasdóttir, Ásrún. "Online students in 2014." In the 15th International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2659532.2659629.

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Rezer, Tatiana. "ONLINE TRAINING: STUDENTS’ OPINION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1123.

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Faris, MJ, and Karen Viskupic. "METACOGNITIVE LEARNING STRATEGIES USED BY GEOSCIENCE STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359796.

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Shaner, Andrew, Maitrayee Bose, Michelle R. Kirchoff, Georgiana Kramer, Kelsey B. Prissel, Tabb C. Prissel, Sarah N. Valencia, and Ryan N. Watkins. "PLANETARY SCIENTISTS’ EXPERIENCES ADVISING HIGH SCHOOL STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358233.

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Gerhardus Hattingh, Frederik, Albertus A. K. Buitendag, and Manoj Lall. "Systematic Literature Review to Identify and Rank the Most Common Reasons for Plagiarism." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4576.

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Aim/Purpose: In this paper the authors explore and analyse the literature to determine the common reasons why a student may choose to plagiarise. The predominant purpose of the research formed part of a larger study to develop metrics and methods to identify potential plagiarism within coding-based assignments. Methodology: A systematic literature review with the objective to identify and rank the most common reasons for plagiarism was conducted. This was achieved by identi-fying primary studies conducted on the reasons for plagiarism. The identified studies were subsequently subjected to a top down quality assessment with a number of criteria. In total, 37 studies made it through the selection process. The results of the selected studies were synthesized to obtain a ranked list of reasons why students plagiarise. Contribution: This paper contributes a ranked list of reasons that may influence a student’s decision to plagiarise, based on a set of categories emerging from the literature. Findings: Eleven possible categories indicating the common reasons behind a student’s decision to plagiarise are identified. The literature revealed that aspects such as the external values of the student and attitudes towards academia and teaching styles are significant factors that impact a student’s willingness and decision to plagiarise. Impact on Society: Instructors may gain a better understanding on why their students decided to plagiarise.
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Okochi, Christine, Anne Gold, Alicia Christensen, and Rebecca Batchelor. "A TWO-WEEK VIRTUAL RESEARCH EXPERIENCE FOR COMMUNITY COLLEGE STUDENTS (RECCS): AN ENTRY-POINT FOR STUDENTS INTO THE GEOSCIENCES." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-357782.

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Foulger, Gillian R. "INVOLVING STUDENTS FROM DAY ONE: TEACHING GEOLOGICAL CONTROVERSY." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-357841.

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Pokshivanov, D. O. "Creating a system for online polls and voting." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair M. Iu Pokhorukova. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-109.

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Reports on the topic "Online students"

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Allen, Tom, Edward Cartwright, and Swati Virmani. Engaging students in an online economics community. Bristol, UK: The Economics Network, May 2020. http://dx.doi.org/10.53593/n3295a.

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Liang, Yuli, and Chuanlan Liu. College Students’ Preference and Purchase Intention of Online Customized Sports Shoes. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-941.

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Palmer, Ryan. Exploring Online Community Among Rural Medical Education Students: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.990.

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McCann, Michael. Introducing Students to Risk Diversification: Adapting a class activity to the online learning environment. Bristol, UK: The Economics Network, October 2020. http://dx.doi.org/10.53593/n3350a.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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6

Means, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/98.

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Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.
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7

Perez, Marleigh. Sense of Belonging from a Distance: How Online Students Describe, Perceive, and Experience Belonging to the Institution. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7335.

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8

Oreopoulos, Philip, Richard Patterson, Uros Petronijevic, and Nolan Pope. When Studying and Nudging Don’t Go as Planned: Unsuccessful Attempts to Help Traditional and Online College Students. Cambridge, MA: National Bureau of Economic Research, September 2018. http://dx.doi.org/10.3386/w25036.

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9

Im, Hyunjoo, and Young Ha. Effect of Customizable Interactive Online Learning Tools on Students� Engagement in the Learning Process: Flow and Utilitarian/Hedonic Values. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8243.

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10

Bakhtiar, M. Mehrab, Abu Sonchoy, Muhammad Meki, and Simon Quinn. Virtual Migration through Online Freelancing: Evidence from Bangladesh. Digital Pathways at Oxford, August 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/03.

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Youth unemployment is a major issue in many developing countries, particularly in locations not well connected with large urban markets. A limited number of available job opportunities in urban centres may reduce the benefit of policies that encourage rural–urban migration. In this project, we investigated the feasibility of ‘virtual migration’, by training rural youth in Bangladesh to become online freelancers, enabling them to export their labour services to a global online marketplace. We did this by setting up a ‘freelancing incubator’, which provided the necessary workspace and infrastructure – specifically, high-speed internet connectivity and computers. Close mentoring was also provided to participants to assist in navigating the competitive online marketplace. We show the exciting potential of online work for improving the incomes of poor youth in developing countries. We also highlight the constraints to this type of work: financing constraints for the high training cost, access to the necessary work infrastructure, and soft skills requirements to succeed in the market. We also shed light on some promising possibilities for innovative financial contracts and for ‘freelancing incubators’ or ‘virtual exporting companies’ to assist students in their sourcing of work and skills development.
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