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Silver linings for learning in the aftermath of the COVID-19 pandemic Distance Education (IF 5.5) Pub Date : 2024-02-14 Som Naidu
Published in Distance Education (Vol. 45, No. 1, 2024)
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The effectiveness of nudging key learning resources to support online engagement in higher education courses Distance Education (IF 5.5) Pub Date : 2024-01-31 Alice Brown, Jill Lawrence, Megan Axelsen, Petrea Redmond, Joanna Turner, Suzanne Maloney, Linda Galligan
Nudging has been used in a range of fields to shape citizens' behavior and promote public priorities. However, in educational contexts, nudges have only been explored relatively recently, with limi...
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Longitudinal changes of student engagement in social annotation Distance Education (IF 5.5) Pub Date : 2024-01-14 Lijia Lin, Shan Li, Xiaoshan Huang, Fu Chen
The purpose of the study was to examine (a) students’ social annotation behaviors and engagement change in an undergraduate course throughout the semester, and (b) which social annotation behaviors...
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The relationship between learning engagement and learning outcomes in online learning in higher education: A meta-analysis study Distance Education (IF 5.5) Pub Date : 2024-01-14 Min Young Doo, Jungwon Kim
This study comprised a meta-analysis of the relationship between learning engagement and learning outcomes in online learning in higher education. The effect sizes of 175 samples were extracted fro...
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Emergency remote teaching in Nepali higher education institutions during COVID-19 Distance Education (IF 5.5) Pub Date : 2024-01-14 Raj K. Baral, Laxman Bhatta, Som Nath Ghimire
This study explored Nepali university teachers’ and students’ perceptions and experiences of emergency remote teaching (ERT) vis-à-vis its opportunities and challenges during the COVID-19 crisis. S...
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Universal design in online education: A systematic review Distance Education (IF 5.5) Pub Date : 2024-01-14 Mohan Yang, Mohammad Shams Ud Duha, Breanne A. Kirsch, Noah Glaser, Helen Crompton, Tian Luo
As online learners are increasingly diverse, making online learning more inclusive becomes an urgent need. Universal design has been perceived as a viable framework to reach the widest possible ran...
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From open access to open science—Open education in transition Distance Education (IF 5.5) Pub Date : 2023-12-07 Som Naidu
Published in Distance Education (Vol. 44, No. 4, 2023)
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Fifty years of open education policy and practice in Australia Distance Education (IF 5.5) Pub Date : 2023-12-07 Terry D. Evans, Viktor Jakupec
This article considers selected Australian and international theories, policies, and practices of open and distance education, since ODLAA (formerly the Australian and South Pacific External Studie...
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Open education in closed-loop systems: Enabling closures and open loops Distance Education (IF 5.5) Pub Date : 2023-12-07 Michael Gallagher, James Lamb
University systems maintain prohibitive closures that constitute a closed-loop system: opaque academic practices, control of what counts as knowledge, financial and social exclusion, and the perpet...
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Transcending post-truth: Open educational practices in the information age Distance Education (IF 5.5) Pub Date : 2023-12-07 Michael Glassman, Shantanu Tilak, Min Ju Kang
This paper discusses operationalization of open educational practices (OEP) using innovative, Internet-influenced pedagogies to expose dangers of post-truth narratives. The first part reviews inter...
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Equity, diversity, and inclusion in open education: A systematic literature review Distance Education (IF 5.5) Pub Date : 2023-12-07 Francisco Iniesto, Carina Bossu
Equity, diversity, and inclusion (EDI) and open education are key areas in the current development of educational systems internationally. However, little is known about the general perspective of ...
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From open education to open learning: The experience at the National Autonomous University of Mexico Distance Education (IF 5.5) Pub Date : 2023-12-07 Larisa Enríquez-Vázquez, Myrna Hernández-Gutiérrez
Open education has existed for more than 6 decades. In its beginnings, it consisted of removing various controls that made it difficult for students to enter and remain in the educational system. T...
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Are we close(d)? Debating the openness paradox in science Distance Education (IF 5.5) Pub Date : 2023-12-07 Benjamin Heurich, Bence Lukács
In our theoretical and conceptual article, we propose that the application of Niklas Luhmann’s sociological systems theory as a difference-theoretical approach to the opening of science unveils an ...
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Openness in education as a living idea: A longitudinal investigation of its growth and development Distance Education (IF 5.5) Pub Date : 2023-12-07 Serpil Koçdar, Aras Bozkurt, Hasan Uçar, Abdulkadir Karadeniz, Erdem Erdoğdu, Som Naidu
Openness in education has received significant attention in recent years. To comprehend this concept in education ecosystems thoroughly, a longitudinal study is crucial, offering a comprehensive pe...
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The open master: A new model of transnational higher education Distance Education (IF 5.5) Pub Date : 2023-12-07 Simon Goorney, Matoula Sarantinou, Jacob Sherson
In this article, we conceptualize a new model of transnational education: the open master. Arising from higher education for emerging fields such as quantum technology and artificial intelligence, ...
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Understanding college students’ achievement goals toward using open educational resources from the perspective of expectancy–value theory Distance Education (IF 5.5) Pub Date : 2023-12-07 Hengtao Tang, Yan Yang, Yu Bao
Evidence that open educational resources (OER) can decrease college students’ educational cost without harm to their course performance on different subjects has been well documented, but student m...
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Toward self-directed learning: How do Nepali adolescents learn with MOOCs? Distance Education (IF 5.5) Pub Date : 2023-12-07 Zixi Li, Meina Zhu, Dilnoza Kadirova, Curtis J. Bonk
The study investigated how adolescent students in Nepal explored massive open online learning courses (MOOCs) in a self-directed learning manner. It used a qualitative approach by conducting 13 ind...
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Data-deluded or data-driven—taming the technology for learning Distance Education (IF 5.5) Pub Date : 2023-08-20 Som Naidu
Published in Distance Education (Vol. 44, No. 3, 2023)
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Investigating students’ experience of online/distance education with photovoice during COVID-19 Distance Education (IF 5.5) Pub Date : 2023-07-02 Yakup Subasi, Hayati Adalar, Ahmet Tanhan, Gökmen Arslan, Kelly-Ann Allen, Christopher Boyle, Kerrie Lissack, Kim Collett, Fraser Lauchlan
Abstract This study used online photovoice to study students’ perceptions of online/distance education during the COVID-19 pandemic. It aimed to (a) find the factors that facilitated and impeded online/distance education during the pandemic and (b) determine to which level of ecological systems theory participants attributed facilitators and barriers. We utilized community-based participatory research
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Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design Distance Education (IF 5.5) Pub Date : 2023-06-29 Aylin Ozturk, Alper Tolga Kumtepe
Abstract The current study explored the relationship between learner profiles and the nature of their interaction with content in massive, open, and online learning environments. The research was conducted on the Anadolu University Open Education System, and data from 597,164 learners enrolled in 86 different degree programs were analyzed by unsupervised machine learning methods. Cluster analysis was
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CONNECT: a framework for building effective working relationships with distance education doctoral students and their advisers Distance Education (IF 5.5) Pub Date : 2023-06-29 Tracey Ahern
Abstract This critical reflection presents the major challenges faced while studying a doctorate through distance education. The challenges faced are explored in relation to the research literature to devise a framework for underpinning the practice of distance education doctoral advisers to ensure effective working relationships are developed and maintained throughout the candidature. The primary
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Understanding the role of online teaching assistants in student engagement Distance Education (IF 5.5) Pub Date : 2023-06-29 Sara H. Tuiloma, Charles R. Graham
In this paper, we examine how online teaching assistants (OLTAs) interact with students in terms of affective, behavioral, and cognitive support and the influence of OLTA training on these interact...
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Internal technology barriers, learning approaches, and technology adoption Distance Education (IF 5.5) Pub Date : 2023-06-25 Muhammet Recep Okur, Nazire Burçin Hamutoğlu
Abstract This study uses structural regression analysis to test an integrated model that reveals the relationship between internal technology barriers, learning approaches, and technology adoption in educational contexts. The findings show that the direct effect of internal technology barriers on acceptance is significant. In addition to this, deep and surface learning approaches influence perceived
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Where and what to improve? Design and application of a MOOC evaluation framework based on effective teaching practices Distance Education (IF 5.5) Pub Date : 2023-06-25 Yang Wang
Abstract Given the varied quality of massive open online courses (MOOCs), it is necessary to construct a MOOC evaluation framework to guide teachers’ online teaching practices. Based on the Quality Matters online course evaluation framework and studies on effective online teaching practices, a MOOC evaluation framework was constructed through literature analysis and expert interviews. Finally, an evaluation
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Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course Distance Education (IF 5.5) Pub Date : 2023-06-25 Zhi Liu, Xi Kong, Sannyuya Liu, Zongkai Yang
Abstract Reflection plays a very important role in the learning process, contributing to improved learning performance and potentially influencing cognitive process. Few studies, however, have used computer-based mind mapping to enhance student reflective activities and examine the relationship between reflection, cognitive presence, and learning outcomes. Therefore, a quasi-experiment was implemented
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Addressing the challenging elements of distance education Distance Education (IF 5.5) Pub Date : 2023-06-01 Rachel Fitzgerald, Henk Huijser, Sharon Altena, Ale Armellini
Published in Distance Education (Vol. 44, No. 2, 2023)
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Leveraging technology for animal anatomy practicals Distance Education (IF 5.5) Pub Date : 2023-06-01 Suresh Krishnasamy, Edward Narayan
To deliver a comprehensive learning experience while shifting to online teaching due to COVID-19, educators at The University of Queensland (Australia) adopted Lt, a cloud-based platform, to overco...
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Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand Distance Education (IF 5.5) Pub Date : 2023-05-15 Punsiri Dam-O, Yaowarat Sirisathitkul, Thammarong Eadkhong, Suthon Srivaro, Chitnarong Sirisathitkul, Sorasak Danworaphong
This paper describes a case study of an online physics laboratory course implemented for 254 engineering students at Walailak University in Thailand in response to the COVID-19 pandemic. The labora...
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Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students Distance Education (IF 5.5) Pub Date : 2023-05-14 Kristen Reid, Diane L. Butler, Catherine Comfort, Andrew D. J. Potter
Abstract This study at The Open University in the United Kingdom examined the effectiveness of specifying internship opportunities for underrepresented student groups in two faculties. Our data, gathered through intern focus groups and supervisor interviews, demonstrate that the virtual internship scheme has been successful from both intern and supervisor perspectives, providing flexible and supportive
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Issues and challenges of inclusion in distance teaching and learning from the perspective of university students and teachers Distance Education (IF 5.5) Pub Date : 2023-05-14 Radek Vorlíček, Leona Stašová, Michel Hogenes, Eva Janebová, Zuzana Průchová
Abstract This paper attempts to present the challenges and issues of inclusion in distance teaching and learning as experienced by Czech university teachers and students during the COVID-19 pandemic. The article offers analytical insights into how the virtual university environment and classrooms were affected by the pandemic crisis. Although several international studies have been conducted on COVID
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Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis Distance Education (IF 5.5) Pub Date : 2023-05-10 Hengtao Tang, Miao Dai, Xu Du, Jui-Long Hung, Hao Li
Abstract Laboratory experience is critical to foster college students’ collaborative problem-solving (CPS) abilities, but whether students stay cognitively engaged in CPS tasks during online laboratory sessions remains unknown. This study applied multimodal data analysis to examine college students’ (N = 36) cognitive engagement in CPS during their online experimentation experience. Groups of three
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Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions Distance Education (IF 5.5) Pub Date : 2023-05-08 Andrea J. Whitehead, Kelly. M. Beak, Trevor Russell, Megan H. Ross
Abstract COVID-19 restrictions prompted change to clinical placements for students, including a move to a remote supervision model where students, clinical educators, and patients were geographically remote from each other but connected via videoconferencing technology. A total of seven students and 11 clinical educators from occupational therapy and speech pathology participated in focus groups, reflecting
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Exploring (in)dependent learning in a cross-institutional project about perceptions of learning Distance Education (IF 5.5) Pub Date : 2023-04-30 Harriet Dunbar-Morris, Chrissi Nerantzi, Melita Panagiota Sidiropoulou, Lucy Sharp
Abstract During the COVID-19 pandemic, significant focus was placed on the benefits and challenges of online versus traditional face-to-face learning. This paper presents the findings from a project which paints a more complex picture. Differing Perceptions of Quality of Learning, a collaborative project between four United Kingdom universities, investigated student perceptions of teaching and learning
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“It feels real”: Events management and online experiential learning in COVID-19 Distance Education (IF 5.5) Pub Date : 2023-04-30 Katherine Goldie, Rachael Ironside, Elliot Pirie
Abstract This paper examines the experience of students transitioning between online and in-person live event projects during the COVID-19 pandemic. Drawing upon longitudinal qualitative data collected over a 3-year period, we explored how students perceived the challenges, their own development, and the pedagogical changes. Events management pedagogy relies on experiential learning and the hosting
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Learning design for holistic student formation Distance Education (IF 5.5) Pub Date : 2023-04-24 Diane Hockridge, Matt Bower
Abstract A longstanding area of disagreement among theological educators has been whether the holistic formational goals of theological education can be adequately addressed through non–face-to-face learning modes. This study explored student perceptions of how their experience of studying theology in an asynchronous online context contributed to their holistic formation. Student participants were
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Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories Distance Education (IF 5.5) Pub Date : 2023-04-24 Grace Yue Qi, Gillian Skyrme, Cynthia J. White
This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their doctoral journey. The model emerged through ou...
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Practical learning in hybrid environments: Can remote learning be active, authentic, and real? Distance Education (IF 5.5) Pub Date : 2023-04-23 Dianne Forbes, Dilani Gedera, Cheryl Brown, Maggie Hartnett, Ashwini Datt
Abstract Online strategies designed to enable practical learning were in use prior to the pandemic. Nevertheless, in response to the rapid shift to online delivery during lockdowns, face-to-face practical learning was often postponed and replaced with traditional transmissive and theory-focused modes. This paper reports undergraduate and postgraduate university students' online learning experiences
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Getting hands-on: Praxis-focused assessment to enhance online arts teacher education Distance Education (IF 5.5) Pub Date : 2023-04-23 Katie Burke, William Baker, Glenda Hobdell
Abstract Online learning has radically altered educational access; however, challenges emerge for learning domains relying on practical learning experiences, such as the creative arts. Research shows praxis is vital to effective arts teacher preparation. However, as Australian initial teacher educators, we noted the challenges of engaging online students in arts praxis and held concerns regarding preparing
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In the wake of COVID-19—A time to rethink and reengineer education systems Distance Education (IF 5.5) Pub Date : 2023-02-12 Som Naidu
Published in Distance Education (Vol. 44, No. 1, 2023)
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Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19 Distance Education (IF 5.5) Pub Date : 2023-01-24 Ahmet Tanhan, Christopher Boyle, Besra Taş, Yasin Söğüt, Craig C. Cashwell, Emel Genc, Hasan Turan Karatepe
Abstract In this study, we used online photovoice and community-based participatory research to understand and address facilitators and barriers to online distance education for college students in Turkey. Out of 260 students who consented to the study, 240 shared the most important facilitator, 190 shared the most important barriers, and 190 completed our contextual questions related to their education
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Effectiveness of blended teaching in preservice teacher education: A meta-analysis Distance Education (IF 5.5) Pub Date : 2023-01-17 Kang Ma, Junhua Zhang, Muhammad Chutiyami, Luyao Liang, Jingjing Dong
Abstract Blended teaching (BT) has the potential to prepare preservice teachers with lifelong learning capabilities that are essential for the constantly changing teaching profession. However, little is known about its effectiveness in this field. This review evaluated the effectiveness of BT in preservice teacher education, compared to conventional teaching approaches. A total of 15 experimental studies
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An exploratory review of literature on moderation in asynchronous discussions Distance Education (IF 5.5) Pub Date : 2023-01-17 Michael Ahlf, Sara G. McNeil
Abstract With the growth of online courses, moderators can play a significant role in engaging and supporting learners in asynchronous online discussions (AODs). However, a synthesis of the research on moderators has not been performed in the 40 years since the term was first used in reference to online learning. We examined 76 studies to determine key concepts, characteristics, and factors that researchers
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Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis Distance Education (IF 5.5) Pub Date : 2023-01-08 Min Young Doo, Meina Zhu, Curtis J. Bonk
Abstract Self-directed learning (SDL) is a critical success factor for massive open online course (MOOC) learners. This meta-analysis study examined the influence of SDL on learning outcomes in MOOCs by extracting the effect sizes of 60 samples from 14 studies published between January 2010 and April 2022. The results showed that the overall effects of SDL on learning outcomes in MOOCs have a medium
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Developing an agentic engagement scale in a self-paced MOOC Distance Education (IF 5.5) Pub Date : 2023-01-08 Rang Kim, Hae-Deok Song
Abstract This study aimed to develop and validate a scale of agentic engagement in massive open online courses (MOOCs). Initially, 14 items were derived through a literature review, from which 7 items were drawn through a Delphi survey. Sample sets were used to develop and confirm the constructs of the new scale proposed in this study. To examine exploratory factor analysis, a survey of 163 learners
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Help-seeking matters for online learners who are unconfident Distance Education (IF 5.5) Pub Date : 2023-01-04 Jaclyn Broadbent, Wren D. W. Howe
Abstract Online help-seeking refers to a learner's willingness to seek help in online learning environments. Counterintuitively, studies of help-seeking have found mixed results for the relationship between help-seeking and academic achievement. We hypothesized that these mixed findings might, in part, be accounted for by the confidence level of the learner. Utilizing a sample of 321 online university
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The benefits of belonging: Students’ perceptions of their online learning experiences Distance Education (IF 5.5) Pub Date : 2023-01-04 Daniela K. DiGiacomo, Ellen L. Usher, Jaeyun Han, Jill M. Abney, Anastacia E. Cole, Jaylene T. Patterson
Abstract Learning environments that support a sense of belonging have been shown to help students fully and meaningfully participate in their learning. Less is known, however, about the social organization of online learning environments that support a sense of belonging, particularly in postsecondary contexts. With an explicit attention to issues of equity, this mixed-methods study examined what makes
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Leveraging explainability for discussion forum classification: Using confusion detection as an example Distance Education (IF 5.5) Pub Date : 2023-01-02 Hanxiang Du, Wanli Xing
Abstract Online discussion forums are highly valued by instructors due to their affordance for understanding class activities and learning. However, a discussion forum with a great number of posts requires a large amount of time to view, and help requests are easily overlooked. Various machine-learning–based tools have been developed to help instructors monitor or identify posts that require immediate
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A review of collaborative assessment strategies in online learning Distance Education (IF 5.5) Pub Date : 2023-01-02 Meina Zhu, Funda Ergulec
Abstract Online collaborative learning is increasingly used in online courses in higher education, but assessing student online collaborative learning presents unique challenges as well as interesting opportunities. Thus, it is critical to gain a clear picture of online group collaboration assessment strategies, including group learning assessment methods and examining the effectiveness, challenges
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Learners’ perspectives on MOOC design Distance Education (IF 5.5) Pub Date : 2023-01-02 Eunjung Grace Oh, Moon-Heum Cho, Yunjeong Chang
Abstract The purpose of this paper was to examine learners’ perspectives on massive open online course (MOOC) design. For the past decade, there has been substantial discussion on the design aspects and instructional quality of MOOCs. However, research investigating MOOC design from learners’ perspectives is rarely conducted. Understanding MOOC learners’ perspectives regarding MOOC design can bring
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Inclusive online and distance education for learners with dis/abilities Distance Education (IF 5.5) Pub Date : 2022-12-12 Mary F. Rice, Michael Dunn
Published in Distance Education (Vol. 43, No. 4, 2022)
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Interaction in online postgraduate learning: what makes a good forum? Distance Education (IF 5.5) Pub Date : 2022-12-11 Richard P. Kipling, William A. V. Stiles, Micael de Andrade-Lima, Neil MacKintosh, Meirion W. Roberts, Cate L. Williams, Peter C. Wootton-Beard, Sarah J. Watson-Jones
Abstract Online postgraduate courses for professionals often use discussion forums to promote engagement and interaction. Equivalency theorem suggests that student-student interaction may increase satisfaction but is not necessary for achieving desired learning outcomes. Therefore, costs, as well as benefits, should be ascertained. We used data from student feedback and interviews to assess the perceptions
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What contributed to students’ online learning satisfaction during the pandemic? Distance Education (IF 5.5) Pub Date : 2022-12-04 Sin-Hyang Kim, Sihyun Park
Abstract Due to the sudden transition to online education because of the outbreak of COVID-19, various strategies and factors have been extensively investigated to increase the effectiveness and quality of online education. In this study, we reviewed and synthesized the factors correlating with students’ online learning satisfaction, considered a basic component when evaluating online education quality
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Promoting potential through purposeful inclusive assessment for distance learners Distance Education (IF 5.5) Pub Date : 2022-11-21 Poppy Gibson, Rebecca Clarkson, Mike Scott
Abstract The number of students with disabilities, which covers a range of conditions including physical and cognitive impairments, is on the rise. Further and higher education institutions are obliged to ensure that teaching and assessment is inclusive. This is particularly pertinent since the pandemic as many students have missed social opportunities that may have offered academic capital. We conducted
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Higher education leaders’ perspectives of accessible and inclusive online learning Distance Education (IF 5.5) Pub Date : 2022-11-20 Amy Lomellini, Patrick R. Lowenthal, Chareen Snelson, Jesús H. Trespalacios
Abstract Online learning can potentially meet increasingly diverse students’ needs in higher education, including disabled students. However, institutions have historically struggled in providing accessible and inclusive online learning. Higher education online learning leaders, those who manage instructional designers, are in a unique position to help institutions strategize and create accessible
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Students with mental health (dis)Abilities’ storied experiences within distance education Distance Education (IF 5.5) Pub Date : 2022-11-16 Rose C. B. Singh, Judy E. MacDonald
Abstract Distance education gives a diverse group of social work students access to further education. Research addressing the overall experiences of Canadian distance education social work students is limited, and even more so for distance education social work students with mental health (dis)Abilities. By means of a qualitative research project using narrative inquiry, I listened to the stories
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Identifying accessibility factors affecting learner inclusion in online university programs Distance Education (IF 5.5) Pub Date : 2022-11-15 Rita Fennelly-Atkinson, Kimberly N. LaPrairie, Donggil Song
Abstract As postsecondary online programs increase, the accessibility of online course content becomes a serious issue in higher education. There is currently little information about how postsecondary institutions address online course accessibility. This exploratory mixed-methods study examined the degree to which university online course checklists represent accessibility criteria and which criteria
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Making the invisible, visible: disability in South African distance education Distance Education (IF 5.5) Pub Date : 2022-11-14 Paul Prinsloo, Chinaza Uleanya
Abstract Distance education celebrates its humanitarian mission of providing opportunities for disadvantaged and marginalized individuals who do not have access to traditional campus-based higher education. Large enrolments of students necessitate an industrialized approach in planning, design, and delivery informed by a normative assumption of ableism. In the context of post-apartheid South Africa
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Serving students with disabilities in K-12 online learning: daily practices of special educators during the COVID-19 pandemic Distance Education (IF 5.5) Pub Date : 2022-11-14 Allison Starks
Abstract Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies’ flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight into inclusive practices for students with
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Advising college students with dis/abilities in online learning Distance Education (IF 5.5) Pub Date : 2022-11-14 José Israel Reyes, Julio Meneses
Abstract Most distance universities have adopted advising practices traditionally employed in on-campus institutions. Nonetheless, little is known about the role of academic advisers while guiding students with dis/abilities to engage and achieve success in online higher education. This study aimed to explore and analyze advisers’ perspectives related to supporting the diversity of these students in
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Threats and tensions for open, flexible, and distance learning post-COVID-19 Distance Education (IF 5.5) Pub Date : 2022-07-18 Som Naidu
Published in Distance Education (Vol. 43, No. 3, 2022)