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Journal articles on the topic 'Online students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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10

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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11

Kowalski, Ludwik. "Motivating Students with Online Quizzes." Physics Teacher 42, no. 5 (May 2004): 320. http://dx.doi.org/10.1119/1.1737988.

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12

Ali, Nagia S., Kay Hodson-Carlton, and Marilyn Ryan. "Students?? Perceptions of Online Learning." Nurse Educator 29, no. 3 (May 2004): 111–15. http://dx.doi.org/10.1097/00006223-200405000-00009.

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13

SUGILAR, Sugılar. "STUDENTS’ BARRIERS TO ONLINE TUTORIAL." Turkish Online Journal of Distance Education 22, no. 1 (December 31, 2020): 170–78. http://dx.doi.org/10.17718/tojde.849901.

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14

Kim, Paul, Flora Hisook Kim, and Arafeh Karimi. "Public Online Charter School Students." American Educational Research Journal 49, no. 3 (June 2012): 521–45. http://dx.doi.org/10.3102/0002831212443078.

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15

Tanawattanacharoen, Somchai, and Apinut Wongkietkachorn. "Medical students’ online network abuse." South-East Asian Journal of Medical Education 7, no. 1 (June 30, 2013): 80. http://dx.doi.org/10.4038/seajme.v7i1.154.

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Lindsay, Megan, and Judy Krysik. "ONLINE HARASSMENT AMONG COLLEGE STUDENTS." Information, Communication & Society 15, no. 5 (June 2012): 703–19. http://dx.doi.org/10.1080/1369118x.2012.674959.

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17

Lee, Eunbae, Joseph A. Pate, and Deanna Cozart. "Autonomy Support for Online Students." TechTrends 59, no. 4 (June 30, 2015): 54–61. http://dx.doi.org/10.1007/s11528-015-0871-9.

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18

Микитенко Н. О. and Ісаєва Г. Т. "Online learning challenges: students’ vision." ПЕДАГОГІЧНИЙ АЛЬМАНАХ, no. 46 (February 12, 2021): 111–17. http://dx.doi.org/10.37915/pa.vi46.116.

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The article analyzes circumstances under which most educational institutions in Ukraine have found themselves with the spread of Covid-19 where teachers and students had to quickly adjust to not quite conventional, sometimes stressful learning environment. The results of the analysis of the survey conducted among 150 1st and 2nd year students majoring in sciences at Ivan Franko National University of Lviv have been presented. Having considered the findings of the survey, the advantages and disadvantages of online learning, as well as recommendations both for the teachers and students with the view to make it more effective have been elucidated. There have been outlined the following advantages of online learning: it is less time consuming; it allows flexible time and place management; it improves students’ technical skills; it makes students more self-disciplined; it is less pricy than traditional education; it is more friendly for the students’ health. Although it has been proven that online learning has its disadvantages, among which: lack of vital social contacts and face-to-face communication with peers; preventing students from academic dishonesty; concentrating attention on the subject of studying and ignoring distractions; procrastination; teachers being sometimes unfamiliar with advanced internet technologies; lack of motivating methods and activities. In this respect authentic activities targeted at immersion occured to demonstrate many benefits within online learning environment as they motivate students through real life situations and solving problems. On the basis of literature review of recent research, key characteristics of authentic activities have been defined. The recommendations for both the students as active participants of the learning process and the teachers as organizers and moderators of this process have been outlined. The conclusion was made that teachers in the first place have a chance to change the priorities and make the studying process more exciting, motivating and productive.

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Koroghlanian, Carol M., and Jonathan Brinkerhoff. "Online Students' Technology Skills and Attitudes toward Online Instruction." Journal of Educational Technology Systems 36, no. 2 (December 2007): 219–44. http://dx.doi.org/10.2190/et.36.2.i.

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20

Lee, Silvia Wen-Yu. "Investigating students' learning approaches, perceptions of online discussions, and students' online and academic performance." Computers & Education 68 (October 2013): 345–52. http://dx.doi.org/10.1016/j.compedu.2013.05.019.

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21

Osman (Dr), Zahir, Ratna Khuzaimah Mohamad, and Liana Mohamad. "Enhancing Students' Online Engagement: A Study on Online Distance Learning Institutions' Students in Malaysia." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 7. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(7).

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Online Distance Learning (ODL) settings in higher education institutions assist in allocating resources of education, facilitating instructor-to-student interaction, supporting student learning groups, maintaining the progression of student learning, and allowing students to enroll ODL learning (Islam, 2013). Students' online learning exposures in universities and colleges tend to be combined with academic exposures for the continuous learning progress not because only related to academic accomplishment, but also due to individual success of lifelong learning. The online learning setting tertiary education institutions is a learning environment that puts together the latest digital technology with the practices of teaching and learning as important creativity and innovation through the latest performed-technology platform (Eze, Chinedu-Eze, & Bello, 2018). The advantages of online learning settings for both the students and higher education institutions are significant cost saving of having physical infrastructure of teaching and learning, cause the course materials digitization where it can be shared and retrieved at any time and wherever the students are and embedding into the global educational setting (Pham, Limbu, Bui, Nguyen, & Pham, 2019). Malaysia is aiming to become a developed country and has set a long term vision for that to be realized. This aim can only be achieved by producing high technological skills and a critical thinking workforce. Information communication technology (ICT) will be the main catalyst in leading this transformation. In an online learning environment, engagement has become one of the critical issues for the students. Since the trend today of migrating from the face-to-face classroom to web-based systems, some challenges need to be resolved. In fully online learning, there is 78% of students fail in completing their online courses (Simpson, 2010). Students' failures in online courses were mainly due to their inactive engagement (Kuzilek, Hlosta, Herrmannova, Zdrahal, & Wolff, 2015). Halverson, Graham, Spring, Drysdale, and Henrie (2014) in their thematic analysis have found the term engagement been mentioned in more than fifty per cent of the reviewed publications. Thus, this study aims to assess the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and digital readiness influence on online engagement. Keywords: Online Learning Attitude, Online Peer Collaboration, Psychological Motivation, Digital Readiness and Online Engagement.

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22

Sivanandan, Premagowrie, Kalai Vaani Rajandram, and Ho Ree Chan. "Online Forum." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 105–17. http://dx.doi.org/10.31686/ijier.vol2.iss11.272.

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In the current era of globalization, constant and perpetual advances in information technology are reshaping learning styles and the way students learn in higher education. Thus, the purpose of this study was to determine the usage of online forums as a platform and learning tool. It also investigated how online forum affected students’ learning, particularly in active learning and independent learning. A survey was conducted amongst 113 business foundation students from a private university in Malaysia. The study found that learning experience and learning satisfaction gained from online forum influence both active learning and independent learning. Conversely, learning ease only affects active learning and not independent learning. These findings draw attention to facets of online forums, which could have an impact on how instructors transfer knowledge and how students learn.

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23

Afzal, Madison M. "Supporting Non-traditional Students in Online Environments." Iris Journal of Scholarship 2 (July 12, 2020): 6. http://dx.doi.org/10.15695/iris.v2i0.4818.

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In ever-evolving electronic learning environments, course retention of students in online courses is significantly lower than those studying in traditional classroom contexts. Through a research synthesis, three major factors seem to impact online course retention: levels of student engagement, the student's ability to self-regulate, and quality teacher interaction and feedback. If any of these factors are missing from the student's online learning experience, it will be more difficult to keep the student engaged in the material, stay motivated, and feel connected to the teacher and other classmates.

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24

Ginanjar, Pika Yestia. "Enhancing Students Motivation in Japanese Conversation (Online Course): through CM." IZUMI 9, no. 1 (May 31, 2020): 31–39. http://dx.doi.org/10.14710/izumi.9.1.31-39.

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This paper focuses on the study and teaching strategy of Japanese conversation. The goal of the paper is to analyze the motivation of the students learning experience through CM as a media source of the study, which can lead students to enhance their level of proficiency. The study used a qualitative method of the case study Japanese conversation lecture. Conversation lectures are usually done by memorizing text or role-play using existing text. The idea of this study is similar to role-play but, through CM students can learn pronunciation, articulation, and intonation from the native (actor) directly. This study represents the first stage of a research project aimed at raising student confidence and enhancing Japanese fluencies. The major finding was that a clear majority of students reported a considerably high motivation according to the use of terms ‘tanoshikatta’ and ‘omoshiroi’ on their feedback. It says that students were interested to do the assessment.

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SELVAM, S. K. PANNEER. "Awareness of Online Learning Among Post Graduate Students: A Study." Issues and Ideas in Education 4, no. 2 (September 5, 2016): 151–62. http://dx.doi.org/10.15415/iie.2016.32012.

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FOO, SOON YEN. "Developing Students’ Critical Thinking through Online Discussions: A Literature Review." Malaysian Online Journal of Educational Technology 7, no. 2 (April 1, 2019): 37–58. http://dx.doi.org/10.17220/mojet.2019.02.003.

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27

Dutton, John, Marilyn Dutton, and Jo Perry. "Do Online Students Perform as Well as Lecture Students?" Journal of Engineering Education 90, no. 1 (January 2001): 131–36. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00580.x.

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28

Skrypnyk, Denys, and Iryna Yurchak. "The Online Platform „eSchool“." Advances in Cyber-Physical Systems 6, no. 1 (January 23, 2021): 63–69. http://dx.doi.org/10.23939/acps2021.01.063.

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The internet is a global network that is used in any industry. Large corporations have long used the electronic way of doing business. Due to the COVID-19 pandemic, more and more government and commercial structures are switching to online and, therefore, using the electronic circulation of documents and other important things for them. Educational institutions were the most unprepared for such changes, and therefore, they faced an acute question of how to transfer everything online. The purpose of the development is to design and implement a convenient, simple, and most importantly, fast accounting system for educational institutions, which can reflect the educational process in a convenient way, both for students/students and teachers/teachers.

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Fysal, M. Ahamed, P. Sahaya Jenitha, and S. Ganapathy Subramanian. "Online MCA (Pok)." International Journal on Cybernetics & Informatics 10, no. 2 (May 31, 2021): 81–90. http://dx.doi.org/10.5121/ijci.2021.100210.

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The purpose of the project only for students knowledge. Students using the username & password to login the website .These project have some new features. In this blog, Daily morning uploading top 5 technological news and entrepreneurs motivational videos, Technical videos, Technological Q&A, Alumni projects with them the contacts, user can get marks and daily timetables.The newly joined students knows about MCA Rank holder, cultural, symposium and students can express their opinions and can say theirneeds.The students can knows about the In-campus drives and alumni placements. This document is meant for describing all the features and procedures that were followed while developing the system. This document specially mentions the details of the project how it was developed, the primary requirement, as well as various features and functionalities of the project and the procedures followed in achieving these objectives. The purpose of the project only for student knowledge. When students comes to website. They will learn one thing about technology. Its prominent intensity of this project .Students using the username & password to login the website .These project have some new features. In this blog, Daily morning uploading 5 technological news and entrepreneurs motivational videos, technical videos, technologic Q&A, Alumni project and download the project with zip file. The newly joined students knows about MCA cultural, symposium and students can express their opinions and can say their needs. The student can knows about the alumni placements details and contact with their social media.

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Zendehdel, Marzieh, Laily Hj Paim, and Syuhaily Bint Osman. "Students’ online purchasing behavior in Malaysia: Understanding online shopping attitude." Cogent Business & Management 2, no. 1 (August 24, 2015): 1078428. http://dx.doi.org/10.1080/23311975.2015.1078428.

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31

SEIFERT, Tami. "Students’ Perceptions of Online Teaching and Learning." Malaysian Online Journal of Educational Technology 9, no. 3 (July 30, 2021): 1–12. http://dx.doi.org/10.52380/mojet.2021.9.3.213.

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The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.

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Frey, Elsebeth. "Renegotiating Online News." Nordicom Review 34, no. 1 (July 1, 2013): 17–31. http://dx.doi.org/10.2478/nor-2013-0040.

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Abstract Online journalism is negotiated and renegotiated in the newsroom of Journalen, the training website for students in journalism at Oslo and Akershus University College of Applied Sciences. Using quantitative and qualitative methods, the paper examines three spring terms of online news production by journalism students, particularly looking at sources, links and their multimedia news production. The findings are compared to the students’ professional peers in four news sites in the same period. All five sites are moving towards a convergent news modality. But the students tend to use more sources than their professional peers.

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33

Oskoz, Ana. "Students' Dynamic Assessment Via Online Chat." CALICO Journal 22, no. 3 (January 14, 2013): 513–36. http://dx.doi.org/10.1558/cj.v22i3.513-536.

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Cabero-Almenara, Julio, María-del-Carmen Llorente-Cejudo, and Angel Puentes-Puente. "Online students´ satisfaction with blended tearning." Comunicar 18, no. 35 (October 1, 2010): 149–57. http://dx.doi.org/10.3916/c35-2010-03-08.

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This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which the experience, that is, b-learning, is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students’ satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students’ satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures are highlighted. Some of the conclusions point to the favorable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions. En este artículo se exponen los resultados obtenidos a través de una experiencia de formación semipresencial apoyada en el uso de las redes, más concretamente, bajo la modalidad blended learning (b-learning) llevada a cabo con los estudiantes de primero de la licenciatura que cursaban la asignatura de Filosofía y Química en la Universidad Pontificia de República Dominicana. Para ello se parte de la presentación y fundamentación del modelo teórico en el cual se sustenta la experiencia, es decir, el b-learning, haciendo especial hincapié en la separación de las actividades a realizar en las sesiones virtuales y presenciales. En el estudio se recogió información a través de tres instrumentos diferentes pero complementarios para nuestro objeto de estudio: cuestionario de satisfacción de los estudiantes, entrevistas a los alumnos y entrevistas mediante correo electrónico a los profesores. Los resultados alcanzados y el nivel de satisfacción de los alumnos nos muestran la significación de la experiencia, así como, al mismo tiempo se apuntan algunas de las limitaciones encontradas referidas a la necesidad de capacitación del profesorado y a la dificultad que supone transformar las estructuras organizativas. Algunas de las conclusiones apuntan hacia la actitud favorable que tanto profesores como estudiantes muestran hacia la formación semipresencial, así como la necesidad de la existencia en la universidad de instituciones que apoyen la formación del profesorado en dichas acciones formativas.

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35

BALAJI, P. "Online shopping behaviour of college students." INTERNATIONAL JOURNAL OF COMMERCE AND BUSINESS MANAGEMENT 8, no. 1 (April 15, 2015): 84–87. http://dx.doi.org/10.15740/has/ijcbm/8.1/84-87.

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Lin, Yu Peng. "Are Students Ready for Online Learning?" International Journal of Applied Behavioral Economics 7, no. 1 (January 2018): 1–13. http://dx.doi.org/10.4018/ijabe.2018010101.

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This article advances knowledge by trying to understand online courses from student behavior. This article analyzed student participation in 15 online courses during the years 2012–2015. The sample includes 106 students and their detailed log-on minutes and grades. The author applied a descriptive analysis, a one-way ANOVA, and a simple regression model. The empirical evidence suggests that student attention is substantially discounted in an online learning environment as evidenced by the much lower-than-expected log-on minutes. Students do not seem to treat online courses as equivalent to their traditional on-site counterparts. They tend to “review for assignments.” It is doubtful that students would achieve the same level of learning outcomes as in a conventional face-to-face instruction. The results help to understand how college instruction can best use the Internet.

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Hyeheong Eom and Lee, Jong-Woo. "Online Sex Education for College Students." Family and Family Therapy 19, no. 1 (April 2011): 127–50. http://dx.doi.org/10.21479/kaft.2011.19.1.127.

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38

Kanuth, Michelle S., and E. Camellia St. John. "Preparing Online Students for Comprehensive Examinations." American Society for Clinical Laboratory Science 23, no. 3 Supplement (July 2010): 59–62. http://dx.doi.org/10.29074/ascls.23.3_supplement.59.

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39

Sit, Janet W. H., Joanne W. Y. Chung, Meyrick C. M. Chow, and Thomas K. S. Wong. "Experiences of online learning: students’ perspective." Nurse Education Today 25, no. 2 (February 2005): 140–47. http://dx.doi.org/10.1016/j.nedt.2004.11.004.

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40

Dodson, Crystal. "Effective strategies for successful online students." Nurse Education Today 59 (December 2017): 101–2. http://dx.doi.org/10.1016/j.nedt.2017.06.016.

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41

Hodson, Hal. "AI teachers can guide online students." New Scientist 220, no. 2944 (November 2013): 21. http://dx.doi.org/10.1016/s0262-4079(13)62730-x.

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42

Han, Heeyoung, Erica Nelson, and Nathan Wetter. "Medical students’ online learning technology needs." Clinical Teacher 11, no. 1 (January 9, 2014): 15–19. http://dx.doi.org/10.1111/tct.12092.

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43

Permana, R., and D. Albar. "Building an Online Store for Students." IOP Conference Series: Materials Science and Engineering 662 (November 20, 2019): 032033. http://dx.doi.org/10.1088/1757-899x/662/3/032033.

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44

Bai, Billy, Clark Hu, Jeffrey Elsworth, and Cary Countryman. "Online Travel Planning and College Students." Journal of Travel & Tourism Marketing 17, no. 2-3 (February 15, 2004): 79–91. http://dx.doi.org/10.1300/j073v17n02_07.

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45

Evans, Sherryn, Catherine Ward, and Claire Margerison. "Online interprofessional education in dietetic students." Nutrition & Dietetics 73, no. 3 (November 2, 2015): 268–74. http://dx.doi.org/10.1111/1747-0080.12235.

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46

Bressers, Bonnie, and Lori Bergen. "Few University Students Reading Newspapers Online." Newspaper Research Journal 23, no. 2-3 (March 2002): 32–45. http://dx.doi.org/10.1177/073953290202300204.

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47

Taylor, James E. "TEACHING UNIVERSITY STUDENTS FAMILY CAREGIVING ONLINE." Educational Gerontology 30, no. 5 (May 2004): 423–31. http://dx.doi.org/10.1080/03601270490433639.

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48

Canada, Mark. "Students as Seekers in Online Courses." New Directions for Teaching and Learning 2000, no. 84 (2000): 35–40. http://dx.doi.org/10.1002/tl.845.

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McCarthy, Claudine. "Support online students during campus closures." Recruiting & Retaining Adult Learners 22, no. 10 (June 16, 2020): 7. http://dx.doi.org/10.1002/nsr.30619.

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McCarthy, Claudine. "Support online students during campus closures." Student Affairs Today 23, no. 3 (May 22, 2020): 3. http://dx.doi.org/10.1002/say.30752.

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