I am thrilled to have a chance to study the research trends over the last three decades because it is very informative to know how research areas have evolved and which research areas have been explored. I summarized five periods, allowing me to grasp the research trends from 1990 to 2023 in distance education while raising three questions to help me understand two articles: (a) what research areas were prioritized? (b) what research methods were mainly used?; and (c) what did I learn?  I created Table 1 to quickly identify the main points of each study whenever required for the study.

Berge and Mrozoski (2001) analyzed 890 articles to identify trends from 1990 to 1999. Pedagogical themes, learner characteristics, and strategies for active learning were prioritized, and descriptive methodology was primarily used. Zawacki-Richter et al. (2009) analyzed 695 articles and classified research areas using the Delphi technique. Over 50% of research was conducted on the micro level of interaction and communication in learning communities, instructional design, and learner characteristics. Compared with the previous period, although qualitative research methods were increased, a descriptive methodology was still prevalent. 

Bozkurt et al. (2015) research analyzed 861 articles and found that due to the development of technology, research in meso-level educational technology was significantly increased while micro-level research was still prioritized during this period. Compared with the two previous periods, qualitative methods were increasingly used to explain quantitative results better. Berge and Mrozoski’s research paved the road for other researchers to continue to research trends in the specific period of distance education. Zawacki-Richter et al.’s research developed a classification of research that is still useful in categorizing research into three meta-levels.

Bozkurt’s (2019) study examines DE’s intellectual network and dynamics. Since the 2000s, advancements in online technologies have prompted a paradigm shift in DE, resulting in ubiquitous DE. The paper examines temporal patterns and keyword networks in DE literature and highlights pivotal contributions. It emphasizes how technological and pedagogical advancements have shaped the field. Technology plays a vital role in enhancing DE’s pragmatic nature.

In Zawacki-Richter and Bozkurt (2023), they analyze the evolution and current state of research in open, distance, and digital education (ODDE). They discuss the macro, meso, and micro levels of the 3 M-framework. Additionally, they identify various research clusters and trends in academic journals in ODDE. They also conduct quantitative content analysis and text mining, citation and journal network analysis, and systematic reviews to understand research trends in ODDE. Moreover, the COVID-19 pandemic is highlighted as a pivotal event in the field and a catalyst for new research directions. Finally, they emphasize the importance and mainstreaming of ODDE, especially considering the ongoing digital transformation of education. Five articles this week provided me with a better understanding of the dynamics, perspectives, and paradigms associated with distance education research.

Since education is complex, multidisciplinary, and interdisciplinary, there is no single method to research to achieve reliable, credible, accurate, and verifiable results. When researchers know their research area in ODDE and map out their research with appropriate philosophical, ontological, and epistemological approaches, they can produce academically valuable research.

References

Berge, Z. L., & Mrozowski, S. (2001). Review of research in distance education, 1990 to 1999. The American Journal of Distance Education, 15, 5-19. http://dx.doi.org/10.1080/08923640109527090

Bozkurt, A. (2019). Intellectual roots of distance education: A progressive knowledge domain analysis. Distance Education, 40(4), 497–514. https://doi.org/10.1080/01587919.2019.1681894

Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. The International Review of Research in Open and Distributed Learning, 16(1). https://doi.org/10.19173/irrodl.v16i1.1953

Zawacki-Richter, O., Baecker, E. M., & Vogt, S. (2009). Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns. The International Review of Research in Open and Distributed Learning, 10(6), 21–50. https://doi.org/10.19173/irrodl.v10i6.741

Zawacki-Richter, O., Bozkurt, A. (2023). Research trends in open, distance, and digital Education. In: Zawacki-Richter, O., Jung, I. (eds) Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-2080-6_12