Abstract
Recent years have seen the exponential growth of the number of courses taught online and at a distance in the United States, North America, and many other parts of the world as well. Hardly a day goes by when the New York Times or Chronicle of Higher Education fails to report on a North American university, college, or two-year school adopting an online version of distance learning. Given this context a relatively large number of studies conducted during the last two decades have tried to assess what happens when teaching moves online at a distance. One need only peruse scholarly work by Linda Harasim (1990, 1995), and Starr Roxanne Hiltz, and Murrary Turoff (1978/1993,1995) to discern the respectable history of research that marks the field of online distance learning.
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Selfe, C.L., Hawisher, G.E. (2003). Compromising Women: Teaching Composition Online and at a Distance in the United States. In: Kreutzner, G., Schelhowe, H. (eds) Agents of Change. Schriftenreihe der Internationalen Frauenuniversität »Technik und Kultur«, vol 9. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-91354-8_4
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DOI: https://doi.org/10.1007/978-3-322-91354-8_4
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