Handbook of Distance Education

By Michael Grahame Moore; William G. Anderson | Go to book overview

REFERENCES

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation strategies. Journal of Educational Psychology, 80, 260–267.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bellamy, Edward. (2000). Looking Backward: From 2000 to 1887. Bedford, MA: Applewood Books.

Belland, J. C., Taylor, W. D., Canelos, J., Dwyer, F., & Baker, P. (1995). Is the self-paced instructional program, via microcomputer-based instruction, the most effective method of addressing individual learning differences? Educational Communication and Technology Journal, 33(3), 185–198.

Biner, P. M., Bink, M. L., Huffman, M. L., & Dean, R. S. (1995). Personality characteristics differentiating and predicting the achievement of televised-course students and traditional-course students. The American Journal of Distance Education, 9(2), 46–60.

Carrier, C., Davidson, G., & Williams, M. (1985). The selection of instructional options in a computer-based coordinate concept lesson. Educational Communication and Technology Journal, 33(3), 199–212.

Cobb, T. (1997). Cognitive efficiency: Toward a revised theory of media. Educational Technology, Research and Development, 45(4), 21–35.

Coggins, C. C. (1988). Preferred learning styles and their impact on completion of external degree programs. The American Journal of Distance Education, 2(1), 25–37.

Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. The American Journal of Distance Education, 5(1), 24–35.

Dillon, C., Greene, B., & Crynes, B. (2000). The Impact of learner differences on student performance in distributed learning environments. Proceedings of The Research Workshop of the European Distance Education Network (1st, Prague, Czechoslovakia, March 16–17), 113–115.

Garrison, D. R., & Baynton, M. (1987). Beyond independence in distance education. The American Journal of Distance Education, 1(3), 3–15.

Geiger, M. A., Boyle, E. J., & Pinto, J. (1992). A Factor analysis of Kolb's Revised Learning Style Inventory. Educational and Psychological Measurement, 52(3), 753–759.

Gibson, C. G. (1996). Toward an understanding of academic self-concept in distance education. American Journal of Distance Education, 10(1), 23–36.

Greene, B. A., DeBacker, T. K., Ravindran, B., & Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40(5), 421–458.

Greene, B. A., Dillon, C. L., & Crynes, B. (2001). Technology-based distributed learning in post secondary education: Learner differences in strategy use and achievement. Paper presented at the 2001 American Educational Research Association, Seattle, WA, April 10–14.

Greene, B. A., & Miller, R. B. (1996). Influences on course performance: Goals, perceived ability, and self-regulation. Contemporary Educational Psychology, 21, 181–192.

Joughlin, G., Lai, T., & Cottman, C. (1992). Distance learners' approaches to studying: The Nature of “deep” and “surface” approaches reconsidered. Paper presented at the World 16th Conference of the International Council for Distance Education, Bangkok, Thailand, November 8–13. ERIC Document 357226.

Kember, D., & Harper, G. (1987). Implications for instruction arising from the relationship between approaches to studying and academic outcomes. Instructional Science, 16, 35–46.

Koob, J. J., & Funk, J. (2002). Kolb's Learning Style Inventory: Issues of Reliability and Validity. Research on Social Work Practice, 12(2), 293–308.

Marsh, H. W. (1992). SDQIII. Campbelltown, Australia: University of Western Sydney, Publication Unit.

Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology, 18, 2–14.

Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nicholls, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388–442.

Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–7.

Moore, M., & Kearsley, G. (1996). Distance Education: A Systems view. Belmont, WA: Wodsworth Pub Co.

Nicholls, J. G. (1989). The Competitive Ethos and Democratic Education. Cambridge, MA: Harvard University Press.

Oxford, R., Young, P., Ito, S., & Sumrall, M. (1993). Factors affecting achievement in a satellite delivered Japanese language program. The American Journal of Distance Education, 7(1), 11–25.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.

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