Volume 8, Issue: 1, Article 5, 2017

Céline Cocquyt, Nguyet A. Diep, Chang Zhu, Maurice De Greef, Tom Vanwing
Examining social inclusion and social capital among adult learners in blended and online learning environments:
Note: the following are taken directly from CrossRef
  • Trevor Gerhard & Linda Mackenzie-Philps (2018). The challenges and opportunities of ICT in WIL. Higher Education, Skills and Work-Based Learning, 8(4): 408. DOI: 10.1108/HESWBL-07-2017-0045
  • Kelly McKenna, Kalpana Gupta, Leann Kaiser, Tobin Lope & Jill Zarestky (2019). Blended Learning: Balancing the Best of Both Worlds for Adult Learners. Adult Learning, : 104515951989199. DOI: 10.1177/1045159519891997
  • Nguyet A. Diep, Celine Cocquyt, Chang Zhu, Tom Vanwin & Maurice de Greef (2017). Effects of core self-evaluation and online interaction quality on adults' learning performance and bonding and bridging social capital. The Internet and Higher Education, 34: 41. DOI: 10.1016/j.iheduc.2017.05.002
  • Céline Cocquyt, Nguyet Diep, Chang Zhu, Greef D & Tom Vanwing (2018). Contribution of social-constructivist and andragogical principles in blended learning to adult's social inclusion and social capital. Andragoske studije, (1): 47. DOI: 10.5937/ANDSTUD1801047C
  • Ina Elisabeth Rüber, Sai-Lila Ree & Bernhard Schmidt-Hertha (2018). Lifelong learning – lifelong returns? A new theoretical framework for the analysis of civic returns on adult learning. International Review of Education, 64(5): 543. DOI: 10.1007/s11159-018-9738-6
  • Céline Cocquyt, Chang Zhu, Anh Nguyet Diep, Maurice De Gree & Tom Vanwing (2019). Examining the role of learning support in blended learning for adults' social inclusion and social capital. Computers & Education, 142: 103610. DOI: 10.1016/j.compedu.2019.103610
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