January–March - Volume 11 -

Issue 1 - 2019

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Editorial

Brief report on Open Praxis figures and data (2018)

Inés Gil-Jaurena
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31 Mar 2019

11(1):1-4

Research articles

Challenges Faced by Adult Learners in Online Distance Education: A Literature Review

Mehmet Kara, Fatih Erdoğdu, Mehmet Kokoç, Kursat Cagiltay
- PDF (EN)
- XML (EN)
31 Mar 2019

11(1):5-22
The Complexity of Transnational Distance Students: A Review of the Literature

William H. Stewart
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31 Mar 2019

11(1):23-39
Dropout Patterns and Cultural Context in Online Networked Learning Spaces

Aras Bozkurt, Yavuz Akbulut
- PDF (EN)
- XML (EN)
31 Mar 2019

11(1):41-54
Open Practices in Public Higher Education in Portugal: faculty perspectives

Paula Cardoso, Lina Morgado, António Teixeira
- PDF (EN)
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31 Mar 2019

11(1):55-70
“I find the whole enterprise daunting”: Staff understanding of Open Education initiatives within a UK university

Sinead Harold, Vivien Rolfe
- PDF (EN)
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31 Mar 2019

11(1):71-83
But What Do The Students Think: Results of the CUNY Cross-Campus Zero-Textbook Cost Student Survey

Shawna Brandle, Stacy Katz, Anne Hays, Amy Beth, Cailean Cooney, Jacqueline DiSanto, Linda Miles, Abigail Morrison
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31 Mar 2019

11(1):85-101
Self-Study with the Educational Technology Tell Me More: What EFL Learners do

George Gyamfi, Panida Sukseemuang, Kornsak Tantiwich, Pittayatorn Kaewkong
- PDF (EN)
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31 Mar 2019

11(1):103-116

January–March - Volume 11 -

Issue 1 - 2019

Editorial

Brief report on Open Praxis figures and data (2018)

Research articles

Challenges Faced by Adult Learners in Online Distance Education: A Literature Review

The Complexity of Transnational Distance Students: A Review of the Literature

Dropout Patterns and Cultural Context in Online Networked Learning Spaces

Open Practices in Public Higher Education in Portugal: faculty perspectives

“I find the whole enterprise daunting”: Staff understanding of Open Education initiatives within a UK university

But What Do The Students Think: Results of the CUNY Cross-Campus Zero-Textbook Cost Student Survey

Self-Study with the Educational Technology Tell Me More: What EFL Learners do

Issue Archive

Volume 14 - Issue 1 - 2022

Volume 13 - Issue 4 - 2021

Volume 13 - Issue 3 - 2021

Volume 13 - Issue 2 - 2021

January–March - Volume 13 - Issue 1 - 2021

October–December - Volume 12 - Issue 4 - 2020

July–September - Volume 12 - Issue 3 - 2020

April–June - Volume 12 - Issue 2 - 2020

January–March - Volume 12 - Issue 1 - 2020

October–December - Volume 11 - Issue 4 - 2019

July–September - Volume 11 - Issue 3 - 2019

April–June - Volume 11 - Issue 2 - 2019

January–March - Volume 11 - Issue 1 - 2019

October–December - Volume 10 - Issue 4 - 2018

July–September - Volume 10 - Issue 3 - 2018

April-June - Volume 10 - Issue 2 - 2018

January–March - Volume 10 - Issue 1 - 2018

October–December - Volume 9 - Issue 4 - 2017

July–September - Volume 9 - Issue 3 - 2017

April-June - Volume 9 - Issue 2 - 2017

January–March - Volume 9 - Issue 1 - 2017

October–December - Volume 8 - Issue 4 - 2016

July–September - Volume 8 - Issue 3 - 2016

April-June - Volume 8 - Issue 2 - 2016

January-March - Volume 8 - Issue 1 - 2016

October–December - Volume 7 - Issue 4 - 2015

July–September - Volume 7 - Issue 3 - 2015

April-June - Volume 7 - Issue 2 - 2015

January-March - Volume 7 - Issue 1 - 2015

October-December - Volume 6 - Issue 4 - 2014

July-September - Volume 6 - Issue 3 - 2014

April-June - Volume 6 - Issue 2 - 2014

January-March - Volume 6 - Issue 1 - 2014

October-December - Volume 5 - Issue 4 - 2013

July-September - Volume 5 - Issue 3 - 2013

April-June - Volume 5 - Issue 2 - 2013

January-March - Volume 5 - Issue 1 - 2013

March - Volume 4 - Issue 1 - 2010

March - Volume 3 - Issue 1 - 2009

February - Volume 2 - Issue 1 - 2008

June - Volume 1 - Issue 2 - 2007

January - Volume 1 - Issue 1 - 2007

September - Volume 0 - Issue 1 - 2006