Abstract
This study had three purposes: Firstly, to develop a categorization of research areas in distance education; secondly, to identify the most important research areas in distance education; and thirdly, to identify the most neglected research areas in distance education. Based on a literature review and a Delphi study, three broad levels or perspectives with 15 research areas were derived to organize the body of knowledge in distance education. Prospective researchers can use the results to identify gaps and priority areas and to explore potential research directions.
Highlights
Research on distance education has been subject to consistent critique (Bernard et al, 2004; Moore, 1985; Perraton, 2000; Saba, 2000)
In contrast to the listings of research topics described above, this paper reports on an attempt to structure the broad and interdisciplinary research areas in the field of distance education based on a systematic analysis of expert responses in a Delphi study
The experts were asked via e-mail to list 10 research areas in distance education (DE)
Summary
Research on distance education has been subject to consistent critique (Bernard et al, 2004; Moore, 1985; Perraton, 2000; Saba, 2000). It has even been characterized as “atheoretical and predominantly descriptive” The structure of a research discipline forms the foundation for identifying gaps and priority areas for researchers. With regard to distance education, Mishra (1998) makes a plea for “a comprehensive and cohesive structure internationally to provide a strong foundation to the discipline” With regard to distance education, Mishra (1998) makes a plea for “a comprehensive and cohesive structure internationally to provide a strong foundation to the discipline” (p. 281)
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