Refining the question: How can online instruction maximize opportunities for all students?

Communication Education

Volumn 56, Issue 1, 2007, Pages 113-117

  Schwartzman, Roy ^a  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33845734228     PISSN: 03634523     EISSN: 14795795     Source Type: Journal    
DOI: 10.1080/03634520601009728     Document Type: Article

References (12)

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3. Business Wire (2004, March 16). Interest in online education continuing to grow with more than half of today's college students categorized as "non-traditional," says DeVry University, p. 5630. Retrieved September 7, 2006 from http://libproxy.uncg.edu:2124/itx/informark.do?&ccontentSet= IAC-Documents&type=retrieve&tabID=T004&cprodId=ITOF&docId= A114289442&source=gale&userGroupName=gree35277&version=1.0.
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9. Robinson, L. A. (2005). Consumers of online instruction. Issues in Information Systems, 6, 170-175.
10. Schwartzman, R. (2006). Virtual group problem solving in the basic communication course: Lessons for online learning. Journal of Instructional Psychology, 33, 3-14.
11. Timmerman, C. E., & Kruepke, K. A. (2006). Computer-assisted instruction, media richness, and college student performance. Communication Education, 55, 73-104.
12. Turman, P. D., & Schrodt, P. (2005). The influence of instructional technology use on students' affect: Do course designs and biological sex make a difference? Communication Studies, 56, 109-129.