Context Matters: A Description and Typology of the Online Learning Landscape

Patrick R. Lowenthal · Brent Wilson · Patrick E. Parrish

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Online and Blended Learning Educational Technology and E-Learning Digital Education and Society

Abstract

related to online learning (Philips, 2005, p. 541), which is regularly criticized for being low quality (Amiel & Reeves, 2008; Bernard et al., 2004; Reeves, 1995; Wray, Lowenthal, Bates, & Stevens, 2008). Researchers need to be as transparent and explicit as possible when researching anything – but especially when studying the ever-changing field of online learning. The ability to replicate findings is often seen as the hallmark of rigorous researchand a basis for advancing knowledge (Moore &

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1994Situated Learning: Legitimate Peripheral Participation.1999Communities of practice learning, meaning, and identity 1989Situated Cognition and the Culture of Learning 1987Literacy in Theory and Practice 2004E-Moderating 2003E-Learning in the 21st Century: A Framework for Research and Practice 2001ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT 2004How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature

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