A Ten-Year Review of Online Learning Research through Co-Citation Analysis

Abstract

This study reviewed research trends in online-, distance-, and blended learning over the past ten years through co-citation analysis. The related peer-reviewed research articles in the Web of Science were obtained, and the references in the articles were analyzed. The result showed that literature review and meta-analysis studies on distance education and studies on learners’ discourse in asynchronous discussion were frequently cited in the first half of the ten years. In the second phase, the focus moved to online learners' satisfaction and self-regulation, informal learning, and learning through MOOCs. The Community of Inquiry framework was continually researched. Overall, this study identified features and changes in research trends in online learning. As the first study to present a co-citation analysis of literature in the field, this paper provides a unique contribution to our understanding of publications, researchers, and research themes in online education.

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No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 79 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.