No K-12 distance, online and/or blended learning articles in this issue.
The online platform for Taylor & Francis Online content
EditorialOpenness and flexibility are the norm, but what are the challenges?
Pages: 1-4 | DOI: 10.1080/01587919.2017.1297185
ArticlesHow OpenLearn supports a business model for OER
Patrina Law & Leigh-Anne Perryman
Pages: 5-22 | DOI: 10.1080/01587919.2017.1299558
Persistence factors revealed: students’ reflections on completing a fully online program
Dazhi Yang, Sally Baldwin & Chareen Snelson
Pages: 23-36 | DOI: 10.1080/01587919.2017.1299561
Distance learners’ multiple goals, learning and achievement in different learning situations
Pages: 37-58 | DOI: 10.1080/01587919.2017.1298981
Predicting student success by modeling student interaction in asynchronous online courses
Brett E. Shelton, Jui-Long Hung & Patrick R. Lowenthal
Pages: 59-69 | DOI: 10.1080/01587919.2017.1299562
Self-regulation in three types of online interaction: a scale development
Moon-Heum Cho & YoonJung Cho
Pages: 70-83 | DOI: 10.1080/01587919.2017.1299563
Interdependence of roles, role rotation, and sense of community in an online course
Pages: 84-105 | DOI: 10.1080/01587919.2017.1299564
Creating first-year assessment support: lecturer perspectives and student access
Joanne Dargusch, Lois R. Harris, Kerry Reid-Searl & Benjamin A. Taylor
Pages: 106-122 | DOI: 10.1080/01587919.2017.1299566
Learner-content interaction in distance education: The weakest link in interaction research
Pages: 123-135 | DOI: 10.1080/01587919.2017.1298982
Recommended readingSelected articles from Distance Education in China
Pages: 136-136 | DOI: 10.1080/01587919.2017.1308905
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