Measuring quality in online programs
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Only a limited number of papers have looked at the associations between time flexibility and modality usage from the learner's perspective, and only in very specific application domains.
“While many researchers have examined the concept of time flexibility from instructional and organization viewpoints (Arneberg et al., 2007; McGorry, 2003), only a limited number of papers have looked at the associations between time flexibility and modality usage from the learner's perspective, and only in very specific application domains.”
From When Do Learners Study? (2022) · cites this paper as McGorry, 2003
Cites
Perceived usefulness, perceived ease of use, and user acceptance of information technology
Davis, F. D. (1989) · MIS Quarterly · doi:10.2307/249008 · Cited by 68,483 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Sher, V., Hatala, M., & Gašević, D. (2022) · Journal of Learning Analytics · doi:10.18608/jla.2022.6697 · Cited by 12 · see citing works
“While many researchers have examined the concept of time flexibility from instructional and organization viewpoints (Arneberg et al., 2007; McGorry, 2003), only a limited number of papers have looked at the associations between time flexibility and modality usage from the learner’s perspective, and only in very specif…”
Background
- Authors
- McGorry, S. Y.
- Affiliations
- DeSales University (US)
- Corresponding author
- McGorry, Susan Y
- Venue
- The Internet and Higher Education
- Publisher
- Elsevier BV
- Published
- 2003-04
- Volume
- 6
- Issue
- 2
- Pages
- 159-177
- ISSN
- 1096-7516 (ISSN-L)
- OpenAlex
- W2042906016
- Cited by
- 185
- References
- 1
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 3 · 2023: 11 · 2022: 9 · 2021: 6 · 2020: 9 · 2019: 5 · 2018: 8 · 2017: 4 · 2016: 2 · 2015: 10 · 2014: 16 · 2013: 9 · 2012: 11
- FWCI
- 62.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Internet and Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
- Keywords
- online course quality, distance education, quality measurement model, student learning, student satisfaction, technical support, student interaction, responsiveness, flexibility, internet-based education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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