The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
The Genesis and Evolution of Online Degree Programs: Who Are They For and What Have We Lost Along The Way?
Abstract
Across the nation, colleges and universities are adopting the Internet as the new medium for instruction at an increasing rate. As a result of this growing trend, more and more students are getting their education away from the traditional classroom setting. This shift in instruction has called into question whether students who take online courses and programs are getting the same caliber of education as their face-to-face counterparts, or if they are missing out on important variables that will help them succeed. This article begins with a definition of online education and traces its origins in distance education. Next, the institutions who offer online education and students who take these courses are identified. The paper concludes with a discussion of why administrators, educators, and students should be cautioned when using online technologies to replace traditional classroom instruction.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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?
In the citing paper
“while others argue that students who choose to take courses online take different courses (Bejerano, 2008;Fischer et al., 2021;Jaggars, 2014;Wladis et al., 2014Wladis et al., , 2017)”
From Competing hypotheses about online versus face-to-face course outcomes: Analysis leveraging the unique circumstances of the COVID-19 pandemic (2025) · cites this paper as Bejerano, 2008
In the citing paper
“Students who take courses both online and face-to-face have been found to choose to take courses that are less”
From Competing hypotheses about online versus face-to-face course outcomes: Analysis leveraging the unique circumstances of the COVID-19 pandemic (2025) · cites this paper as Bejerano, 2008
In the citing paper
“We compare originally chosen medium (rather than actual medium) because if students selected different types of courses online than face-to-face (e.g., by taking courses that are less important to them online as suggested byBejerano [2008] and Jaggars [2014]), and this is correlated with differential course outcomes (H2), then this categorization allows us to disentangle H2 from H1.”
From Competing hypotheses about online versus face-to-face course outcomes: Analysis leveraging the unique circumstances of the COVID-19 pandemic (2025) · cites this paper as Bejerano [2008]
In the citing paper
“which has been shown to be a factor in students' choice of medium in the research literature.”
From Competing hypotheses about online versus face-to-face course outcomes: Analysis leveraging the unique circumstances of the COVID-19 pandemic (2025) · cites this paper as Bejerano [2008]
Citations
Cites
Dropout from Higher Education: A Theoretical Synthesis of Recent Research
Tinto, V. (1975) · Review of Educational Research · doi:10.2307/1170024 · Cited by 7,888
Making the Grade: Online Education in the United States, 2006.
Allen, I. E., & Seaman, J. (2006) · Cited by 524
Jordan, R. R. (1997) · doi:10.1017/cbo9780511733062.023 · Cited by 522
The Acceptability of Online Degrees Earned as a Credential for Obtaining Employment
Adams, J., & DeFleur, M. H. (2005) · Communication Education · doi:10.1080/03634520500343376 · Cited by 112
Online Interactions: Developing a Neglected Aspect of the Virtual Classroom.
Hughes, C. S., & Hewson, L. (1998) · Educational Technology archive · Cited by 54
Adams, J., DeFleur, M. H., & Heald, G. R. (2007) · Communication Education · doi:10.1080/03634520701344959 · Cited by 47
Research works printed but not linked: 2
- Tinto V., 1975, Review of Educational Research, 45, 89, 10.3102/00346543045001089 · DOI · Paper page
- Waits T., 2003, Distance education at degree-granting postsecondary institutions: 2000–2001
Cited by
Sorted by citations
Kulal, A., & Nayak, A. (2020) · AAOU Journal/AAOU journal · doi:10.1108/aaouj-07-2020-0047 · Cited by 191
Supporting Learning Engagement with Online Students
Buelow, J. R., Barry, T. A., & Rich, L. E. (2018) · Online Learning · doi:10.24059/olj.v22i4.1384 · Cited by 159
Limperos, A. M., Buckner, M. M., Kaufmann, R., & Frisby, B. N. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.12.015 · Cited by 157
Online learning environments in higher education: Connectivism vs. dissociation
Reese, S. A. (2014) · Education and Information Technologies · doi:10.1007/s10639-013-9303-7 · Cited by 109
Platt, C. A., Raile, A. N. W., & Yu, N. (2015) · Cited by 102
Metadata
- Authors
- Bejerano, A. R.
- Affiliations
- University of Nebraska–Lincoln (US)
- Corresponding author
- Bejerano, Arleen R.
- Venue
- Communication Education
- Publisher
- Informa UK Limited
- Published
- 2008-07
- Volume
- 57
- Issue
- 3
- Pages
- 408-414
- ISSN
- 0363-4523 (ISSN-L)
- 1479-5795
- OpenAlex
- W2059268638
- Cited by
- 101
- References
- 6
- Citations by year
- 2025: 1 · 2024: 5 · 2023: 4 · 2022: 8 · 2021: 7 · 2020: 10 · 2019: 6 · 2018: 2 · 2017: 7 · 2016: 5 · 2015: 6 · 2014: 9 · 2013: 8 · 2012: 7
- FWCI
- 21.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Communication Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Digital Transformation of Higher Education
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- online degree programs, online learning, distance education, online vs face-to-face instruction, educational quality, history of online education, higher 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 ›
Are you an author, or do you see a problem with this page? Request a review
