Distance Education Research Research Articles

Current Distance Education Research Landscape: A Bibliometric Study

In this article, we analyze the thematic evolution of the Distance Education research field, the impact of its researchers, and their production. Bibliometrics techniques such as Performance Analysis and Science Mapping were applied to 40 journals selected as most relevant in the Scopus database from 2018 to 2022, which resulted in 12,947 articles analyzed. In the performance analysis, it was possible to identify a significant increase in the number of publications, with a notable concentration of journals in Europe (55%) and North America (35%); on the other hand, the affiliation of the top 10 most cited authors is predominantly located in Asia, indicating that these individuals tend to publish in international journals. In the Science Mapping procedures, it was possible to identify two hot topics: the COVID-19 pandemic, emerging in 2020, and virtual reality, appearing in 2022. Student-related themes emerged as central, underscoring its pivotal role in structuring the field. The stability of keywords was identified, showing that the terminology was consolidated. The interconnections among themes grew, indicating a multidisciplinary approach in the study of distance education. En este artículo se analiza la evolución de la educación a distancia, la producción de sus investigadores y su impacto. Para ello, se han aplicado técnicas bibliométricas, como el análisis de rendimiento y el mapeo científico, a 40 revistas seleccionadas como las más relevantes en la base de datos de Scopus con un filtro temporal de 2018 a 2022. El resultado de la búsqueda fue 12,947 artículos analizados con la herramienta de análisis de mapeo científico (SciMAT). Por un lado, el análisis de rendimiento identificó un aumento significativo en el número de publicaciones, de 1,943 en 2018 a 3,512 en 2022 (80,75%), con una notable concentración de revistas en Europa (55%) y América del Norte (35%); por otro lado, la afiliación de los 10 autores más impactantes (citas, índice h y FWCI) se encuentra predominantemente en Asia. Mediante el mapeo científico identifica dos temas candentes: la pandemia de COVID-19, de la que se intensificó la publicación en 2020, y la realidad virtual, que apareció en 2022. Los temas relacionados con los estudiantes son de gran interés pora la comunidad y tienen un papel fundamental en las publicaciones. Finalmente, se detectó que existe una consolidación de las palabras clave y que hay una interconexión entre varios temas implicando un enfoque multidisciplinario en el estudio de la educación a distancia.

Book Review: Research, Writing, and Creative Process in Open and Distance Education: Tales From the Field, edited by Dianne Conrad (Open Book Publishers, 2023)

Book Review: Research, Writing, and Creative Process in Open and Distance Education: Tales From the Field, edited by Dianne Conrad (Open Book Publishers, 2023)

Speaking Personally – with Otto Peters

ABSTRACT Professor Otto Peters (*06 May 1926 in Berlin, Germany) is one of the leading pioneers and scholars of distance education and founding rector of the FernUniversität in Hagen, Germany. Professor Olaf Zawacki-Richter, Otto Peters’ last doctoral student, conducted the interview. Otto Peters talks about how he first came into contact with distance learning as a student during World War II. While working at the German Institute of Distance Education, as head of the department for distance education abroad, he invented the term “distance education.” He talks about the development of distance education in Europe, the establishment of the FernUniversität in Hagen, and how he was appointed as the first rector of the new distance teaching university in Germany. Finally, Otto Peters reflects on the impact and reception of his theory of distance education as the most industrialized form of education, which has made him a globally recognized theorist in the field of distance education research.

EXAMINATION OF THE PREDICTION OF FLEXIBILITY FOR LEARNER SATISFACTION IN ONLINE COURSES

Universities consider student satisfaction in order to improve the online education they give to students and to question the fulfillment of their responsibilities. Student satisfaction may depend not only on the educational institution but also on individual characteristics. One of these individual characteristics is flexibility, which requires multidimensional pedagogical responsibility in online learning environments. The aim of this study is to examine whether the flexibility of time management, the flexibility of teacher contact, and the flexibility of content predict online course satisfaction. In this research, the predictive relational research method was used. 1794 students participated in the research. During an academic term, students took an online Turkish II course at a university’s Distance Education Research and Application Center. According to the results of the analysis, the students’ three flexibility predicts their satisfaction and the model that explains their satisfaction is significant (R2=.60; p<.01). In the model, the variable that most explains student satisfaction is the flexibility of content. In addition, other variables explaining student satisfaction are students’ flexibility in teacher contact and their flexibility in time management. Based on the results of the research, implications, and suggestions are presented.

Grounding, framing, and problematising research in online, distance and digital education

PurposeThis paper engages Olaf Zawacki-Richter and Insung Jung in a frank and penetrating conversation that seeks to ground, frame, and problematise research in the field conceptualised as “open, distance and digital education” (ODDE). Taking as starting point the recent publication of the landmark Handbook of Open, Distance, and Digital Education (2022), it segues into a broad critique of the shortcomings of ODDE research, the importance of knowledge production on the meso- and macro-levels, the autonomy of ODDE as a field coming into its own, the place of postfoundationalism in ODDE discourse, and related topics that are pivotal in ODDE today.Design/methodology/approachThe semi-structured interview was employed as the primary qualitative research method.FindingsThe research imperative of the relatively young but complex field of ODDE today is not the incessant reiteration of the same but rather a strategic reorientation that, first, circumvents the well-documented yet too-often-overlooked shortcomings of ODDE research and, second, promotes transboundary collaborations with the potential for system-wide impact.Originality/valueThis novel interview-based critique of ODDE research demonstrates that extending the scholarly discourse beyond the conventional report format is a productive method for enriching conversations on ODDE and vitalising the field itself.

Trends in distance education research published in scientific journals in Saudi universities from 2010 to 2020

Trends in distance education research published in scientific journals in Saudi universities from 2010 to 2020

Distance Education Research in South Africa: A Longitudinal Study into the Research Levels of ODL Journal Articles

The measure of an academic field lies in the richness and depth of its published research, especially within the ever-developing field of distance education, which is relatively new. The University of South Africa is one of the oldest open distance learning (ODL) higher education institutes globally, which has given rise to its status internationally as a leader of distance education. It is prudent to analyse and reflect on the research outputs published by South African academics, particularly regarding the levels of research that are conducted. This article follows the research published by Roberts, which analysed South African distance learning research levels and sublevels from articles published between 2011 and 2015. This longitudinal study applied a thematic content analysis of the titles and abstracts of all ODL-related papers published by South African authors. The findings compare ODL trends for the five-year periods from 2010 to 2014 and 2015 to 2019. The data were obtained from the Scopus and SABINET databases, using the same search criteria employed by Roberts. The levels of research publications were analysed according to the open distance learning research framework of Zawacki-Richter presented through descriptive statistics. The results indicate that although the number of published open distance learning research articles has more than doubled, the research levels have not shown any significant change from the previous five years. The South African ODL publications should give attention to meso- and macro-level research to enhance the ODL development within Southern Africa and create local trends fit for purpose.

The educational crisis in today's information and digital society

The aim of the study is to analyze the traditional education crisis and highlight the benefits and opportunities of digitalizing educational activities. The main methodology applied in this research is a review of current literature, as well as the experiences of teachers and students. The results show that the development of modern information and digital technologies, and their widespread use worldwide, significantly affect the production of goods and services, scientific work, educational processes, cultural traditions, and social relations. The obtained results underscore the fundamental basis of the educational crisis issue in the information-digital society and distance education research in particular. The need to transform the educational industry by incorporating Internet technologies into the educational process represents a significant challenge for educators, especially in terms of overcoming the educational crisis caused by the urgent need to transition to distance learning. Under the influence of the latest digital technologies, significant configuration processes are observed in public development of a global nature.

Critical Issues in Open and Distance Education Research

Despite its mainstreaming into the broader educational ecology, open and distance education (ODE) still leaves much to be desired in terms of both practice and research. Inspired and informed by the author’s 35 years of experience as an ODE practitioner, researcher, reviewer, and editor, this article concentrates on 10 critical issues of ODE research that have long existed but may have a consequential impact on its healthy growth. The issues discussed cover scarcity of longitudinal research, paucity of scaling-up and generalization research, preference for success over failure presented in research, the need for a systems approach, lack of sociocultural sensitivity, technologization of research, scant attention to ODE for the underprivileged and disadvantaged, insufficient research on ODE policy, negligence of historical research, and disinterest in revisiting ODE theories. The causes of these problems are critically interpreted and their possible negative impacts on the field of ODE are explored in a concise manner. The purpose of this article is to encourage further discussion and debate on ODE research to sustain its presence and acceptance as a legitimate mode of education in the wider educational community.

Mixed methods research in open distance learning: a content analysis of the literature

ABSTRACT Mixed-methods research, which facilitates both the explanation and understanding of a phenomenon in a single study, is gaining popularity in many disciplines as a third methodological approach. The purpose of this article is to determine the prevalence of mixed methods research in distance education, and to demonstrate its potential contribution as a methodological approach in addressing distance education research questions. Investigating methodological practices in a cognitive field is a growing line of inquiry. A review of the literature yielded limited results on its use in open distance learning. A content analysis was conducted to identify articles that utilised mixed methods research in researching open distance learning. The findings show that mixed methods research is relevant and can be applied to conduct research. However, the adoption and use of mixed methods research in distance education is limited. Although this study has methodological limitations, it presents a methodological approach that can help reduce the gap that exists between positivist and interpretivist epistemologies in relation to distance education research. An investigation of the prevalence and use of the mixed methods approach in distance education raises awareness of its methodological characteristics and advantages.

Theoretical Development of Connectivism through Innovative Application in China

As a learning theory that reveals a new learning in the Internet environment, connectivism has become a popular academic topic at the forefront of online learning. The MOOC Research Team at the Distance Education Research Centre at Beijing Normal University designed and developed the first massive open online course, adapting a connectivist (cMOOC) approach in China. Using the data collected from six offerings of the cMOOC over 3 years, the big data paradigm was used for data analysis including complex network analysis, content analysis, text mining, behaviour sequence analysis, epistemic network analysis, and statistical and econometric models. This paper summarizes the findings of the patterns of connectivist learning, including a) the basic characteristics and evolutional patterns of complex networks, b) the characteristics and modes of knowledge production, c) the patterns of instructional interactions, and d) the relationships between pipe and content and between facilitators and learners. It is expected that the outcome of this study could make contributions to understanding the changes of online learning in depth and further promote the theoretical development and practical application of a connectivist approach.

СТАНОВЛЕННЯ, РОЗВИТОК ТА СУЧАСНІ ПЕРСПЕКТИВИ ДИСТАНЦІЙНИХ ТЕХНОЛОГІЙ НАВЧАННЯ В УКРАЇНСЬКІЙ ОСВІТІ

The article considers distance learning, its beginning, opportunities, achievements, which are currently part of the education system in developed countries. Today, distance learning is one of the most relevant areas of education that is developing rapidly. In today's conditions, when the educational process is forced to completely move to the online plane, there is a need to identify the main obstacles and their further elimination. Also an important aspect discussed in the article is to determine the most effective aspects of distance learning and their further development and correct distribution among other activities. In this review study, issues on distance studies in modern education discussed with theoretical backgrounds. Also in this article, reader could find what kind of flaws can occur in distance educational process and what is causes to these flaws. In this study, the most significant errors scholars have made in writing and discussing distance education research in technology comparisons studies are determined. This article aims to help distance program makers, distance education researchers and instructors by making them aware of these issues in comparison studies. So, they could make a more accurate decision when implementing distance learning solutions in their institutions. In addition, this article investigates the internal problems: limited resources, unevenly distributed marketing advantages, inappropriate administrative structure and the lack of innovative physical facilities. The article allows to sort out the indicated problems through the stepwise introduction of a distance education model that fits any university, regardless of its specialization. Key words: distance learning, distance education, innovation, technologies, traditional schooling, electronic educational tools.

Covid-19 effects on distance education in higher education: A comparison with bibliometric analysis before Covid-19 pandemic and the Covid-19 pandemic periods

The Covid-19 pandemic, which emerged in the last months of 2019, spread rapidly and has affected the whole world. The pandemic also affected higher education significantly, and face-to-face education in higher education institutions were suspended. Most universities have changed the teaching method from traditional to online education. Thus, more and more researchers focused on COVID-19 and distance education in higher education. The aim of the research was to examine the impact of the Covid-19 pandemic on higher education studies in the field of distance education. For this reason, the changes in distance education research in the pre-pandemic and the pandemic period were analyzed in terms of some performance variables. Two different meta-data sets, consisting of 1322 articles for the pre-COVID-19 period and 2103 for the COVID-19 period, obtained by querying the Web of Science database, were used for analysis. Vosviewer software were used for bibliometric analysis, while Harzing’s Publish or Perish software was used for h-index calculation. Publications from the two different periods were compared according to researcher(s), publication, journal, institution, and country criteria using citation analysis. The citation analysis showed that the most cited researchers of the pre-pandemic period were A.Bozkurt, B. Rienties, and D. U. Bolliger, while the most cited researchers of the post-pandemic period were C. Herodotou, J. C. Bonk and M.Y. Doo. Computer & Education ranked among the most-cited journal in the pre-pandemic period, while in the post-pandemic period, the most cited journal was Education and Information Technologies The most cited studies in the pre-pandemic period were conducted by researchers working at King Saud University and the University of South Africa, while in the post-pandemic period Universiti Teknologi Malaysia and Indiana University were in the leading position. The results clearly show that Covid-19 has given a new direction to distance education.

The Physical Learning Environment of Online Distance Learners in Higher Education - A Conceptual Model.

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

Trend of distance education research in the covid-19 period: A bibliometric and content analysis

The study aims to reveal the studies' profile for distance education activities in the Covid-19 period. For this purpose, bibliometric analysis and content analysis were used together in the study. Within the scope of the study, 220 studies were selected in the Web of Science database to access the articles. Within the scope of bibliometric analysis, the most used keywords, the most cited journals, the most publishing journals, the most publishing countries and the most cited authors were analyzed with the VOSViewer program. In content analysis, methodological trends (method, sample size, data collection tool, data analysis type) used in the studies were examined. As a result of the research, the most publications were made in the last quarter of 2020, 16% of the studies were single-author and the quantitative research method was the most preferred (40%), the sample was mostly university students (n=78). It was observed that it was clustered between 0-100 intervals, the most frequently used questionnaire (n=105) as the data collection tool, and the descriptive-quantitative analysis method (40%) was used as the data analysis method. Also, the most publications are made in America and China, the most used keywords are "covid-19", "online education" and "distance education", the most cited authors are Chen, Cong, Peng and Yang, and finally It has been observed that the highly cited journal has Sustainability.

Trends and patterns of theory use in open and distance education research journals 2009-2018

ABSTRACT This study identified trends and patterns of theory use in open and distance learning research by examining the research articles published in open and distance journals between 2009 and 2018. A content analysis of 1,393 articles in open and distance learning journals was conducted. Theory use is characterised as a situation in which an author uses a theory to explain the research variables in the article and answer the research questions. The findings showed that 385 theories were used in 366 articles that were published in five open and distance learning journals. The theories that were mainly used were those from related disciplines such as education, social sciences and information systems. There has been an increase in theory use among open and distance learning journals over the years. Since theory advances research and scientific discipline, and predicts what will or could be, the importance of awareness of the role of theory in research should be highlighted and the growth in theory use in open and distance learning research should be intensified.

The Importance of Being Open: How European Open Universities Can Reposition in the Post-Pandemic Higher Education Landscape

Open universities (OUs) have been at the forefront of educational technology. Designed as innovative and flexible organizations, they have proven instrumental to assure the consolidation of research, innovation and quality practice in distance and online education. Inspired by the impact of open education and MOOCs, traditional higher education institutions began embracing technology-enhanced learning and online education. The growing competition from these universities, as well as of new non-formal providers, have resulted for the OUs in the decrease in student numbers, especially in Europe and North America. With the closing down of campuses due to Covid-19, this growing movement was noticeably accelerated. As higher education prepares for the new normal, how may the European OU remain socially relevant and competitive? Are they still indispensable for assuring quality education opportunities for all, as a growing number of critics question? In this paper we analyse the impact of the pandemic on European OU, discuss possible strategies to meet the challenges of a rapidly transforming higher education landscape, and identify potential trends and models for future development.

Recent trends of research in open and distance education in India

PurposeThe purpose of this paper was to analyse the research trends on the Indian Open and Distance Education (ODE) system as reflected in the articles published in the prominent journals of distance education across the world.Design/methodology/approachA study was undertaken to review the research articles on ODE in India published in 11 prominent peer-reviewed journals of distance education during the period 2010–2019. Content analysis was done to find out areas of research undertaken in the ODE of India based on a validated classification of research areas; types of research studies conducted; and authorship and publication patterns.FindingsOut of a total of 2,571 articles published in 11 selected journals, only 191 (7.42%) pertained to ODE in India. The majority of these 191 articles (68.42%) were published in Indian journals. The Indian and Asian journals together accounted for 93.55% of total articles. Globally, the share of articles on the Indian ODE system was significantly low ranging between 4.27 and a maximum of 10.77%, which was much below expectations from a country having the maximum number of ODE learners in the world. Results further revealed that 63% of the contributors to research on ODE in India were affiliated to Indira Gandhi National Open University.Research limitations/implicationsThe limitation of this study was only analysing the research articles published in journals of distance education and other types of articles, namely, book reviews, editorials, field notes and workshop reports were excluded from the analysis.Practical implicationsThe study is intended to help researchers, policymakers, and open and distance education institutions to draw a roadmap for the promotion and conduct of system-based research, which would be vital for strengthening the system.Social implicationsThe quantum of research is not proportionate to the number of faculty members working in the ODE system of India and the large number of learners that it serves, which is a matter of concern. For any system to grow its periodic systemic review is essential. The research outcomes need to be ploughed back into the system for its betterment.Originality/valueThe study is original. There is no such study undertaken till date. This study will be extremely useful to researchers, as the gaps in distance education research which are yet to be addressed, have been identified by the authors.

A Bibliometric Exploration of the Qualitative Research Literature in Distance Education Using A Network Approach

ABSTRACT Following repeated calls to ground the research surrounding distance education in theory, we engaged in a bibliometric exploration of the extant literature in order to determine the degree to which the field has been responsive to these calls. We focused on describing the trends – theoretical as well as methodological – of recent (2014–2018) qualitative scholarship in distance education, and we used network methods to explore connections within published work, established theories, and qualitative methodologies. We found that distance education researchers using qualitative research methods were likely to characterize their work as case study. We also found that although the field has been responsive to the critique that the work has been atheoretical, that response has produced a broad rather than focused foundation for research in distance education. That is, many individual studies are theoretically grounded, but the field has not identified a cohesive theoretical foundation. Appendices available: https://aub.ie/AJDE_DETheoryApp

A Review and Content Analysis of the Turkish Online Journal of Distance Education Publications Between 2000 and 2015

This paper presents a review of distance education literature published in the Turkish Online Journal of Distance Education (TOJDE) 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 (N = 784) published between 2000 and 2015 were reviewed for this study. Findings indicated that issues related to educational technology are a popular research area in articles published in TOJDE. Nearly all the articles are theoretical/descriptive, quantitative, or qualitative in nature. According to publication and authorship patterns, TOJDE is an international journal with a special ability to reflect developments in its near region in the field of distance education.