Abstract
This paper presents a review of distance education literature to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (<em>N</em> = 695) published in five prominent distance education journals between 2000 and 2008 were reviewed for this study. The conclusion is that distance education research is strongly dominated by issues related to instructional design and individual learning processes; whereas, other important areas (e.g., innovation and change management or intercultural aspects of distance learning) are dreadfully neglected. There is a significant trend towards collaborative research and more qualitative studies. Over 80% of all articles originate from only five countries.
Highlights
Based on a validated classification of research areas in distance education through the systematic analysis of expert responses in a Delphi study (Zawacki-Richter, 2009), we conducted a literature review of previous distance education research published in five prominent distance education journals between 2000 and 2008 (N = 695 articles)
Research in distance education is dominated by studies that focus on interaction and communication patterns in computer-mediated communication, instructional design issues, learner characteristics, and educational technology
In terms of research methods, the only discernible trend was found for qualitative research methods, with a modest upward trend on a low percentage level
Summary
Research on distance education has been subject to harsh and consistent critique (Berge & Mrozowski, 2001; Bernard et al, 2004; Perraton, 2000; Saba, 2000). Moore (1985) stated that there is “a massive volume of amateur, unsystematic, and badly designed research producing information of very little value” (p. 36). Panda (1992) analysed the Indian distance education literature and concluded that “most of the studies are either descriptive status surveys or experimental studies with poor methodological footing” (p. 322). Saba (2000) criticises the lack of theoretical underpinnings: “Research questions are rarely posed within a theoretical framework or based on its fundamental concepts and constructs” (p. 2). Review of Distance Education Research (2000 to 2008): Analysis of Research Areas, Methods, and Authorship Patterns Zawacki-Richter, Bäcker, and Vogt Based on a validated classification of research areas in distance education through the systematic analysis of expert responses in a Delphi study (Zawacki-Richter, 2009), we conducted a literature review of previous distance education research published in five prominent distance education journals between 2000 and 2008 (N = 695 articles). What are the most common research areas and where are there gaps in distance education research?. Research methods: Getting beyond the question of “any significant differences?” experts advocated more qualitative approaches in distance education research (Minnes, 1985; Saba, 2000). Can we observe a significant trend towards the application of more qualitative methods and mixed-methods designs (triangulation)? Is there an association between research methods and gender? And do distance education journals prefer to publish qualitative or quantitative studies?
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