The DOI matches its Crossref record; 60 of the 64 references it cites were found in a registry or an index.
The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system
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In the citing paper
“In the community college setting, the research of Xu and Jaggars finds that young, Black, male students who were not academically proficient previously are specifically less successful in online environments (Xu & Jaggars, 2013).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu & Jaggars, 2013
In the citing paper
“Like Xu and Jaggars (2013), they note that soft skills such as time management, literacy, and independent learning are all necessary to online learning and are not skills which developmental learners typically have mastered.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu and Jaggars (2013)
In the citing paper
“In follow up research, Xu and Jaggars (2012) also observed persistence and achievement were negatively correlated in the online format as well.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu and Jaggars (2012)
In the citing paper
“As some research indicates that developmental students are more at risk in online learning (Jaggers & Xu, 2010; Xu & Jaggers, 2013)”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu & Jaggers, 2013
In the citing paper
“Students may need a particular sort of readiness in order to succeed online (Petrides & Nodine, 2005;Xu & Jaggers, 2013)”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu & Jaggers, 2013
In the citing paper
“particularly in light of Xu and Jagger's research indicating that young Black men are most likely to be unsuccessful in online courses (2013).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu and Jagger, 2013
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Metadata
- Authors
- Xu, D., & Jaggars, S. S.
- Affiliations
- Columbia University (US)
- Corresponding author
- Xu, Di
- Venue
- Economics of Education Review
- Publisher
- Elsevier BV
- Published
- 2013-12
- Volume
- 37
- Pages
- 46-57
- ISSN
- 0272-7757 (ISSN-L)
- OpenAlex
- W2051736478
- Cited by
- 359
- References
- 64
- Citations by year
- 2026: 15 · 2025: 16 · 2024: 35 · 2023: 49 · 2022: 50 · 2021: 56 · 2020: 22 · 2019: 28 · 2018: 21 · 2017: 12 · 2016: 25 · 2015: 20 · 2014: 7 · 2013: 2
- FWCI
- 87.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Economics of Education Review (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Lumina Foundation
- Texas Higher Education Coordinating Board
- Association for Institutional Research
- Washington State University
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- online learning, community colleges, technical colleges, course performance, course grades, travel distance, online course quality, higher education outcomes
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