Systemic implications for research and practice in online education: A focus on learner, course and instructor, and organizational levels

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Distance Education Pub Date : 2022-04-03 DOI:10.1080/01587919.2022.2064826

Florence Martin

引用次数: 2

Abstract

Abstract In a recent systematic review of research exploring online teaching and learning, identified research themes across, learner, course or instructor, and organizational levels. This commentary will further explore the systemic implications such themes pose for future research and practice in online education. This commentary elaborates on the systemic relationship within and between the learner, course and instructor, and organizational levels and provides implications for both researchers and practitioners. Systemic challenges at each level and future directions for research are also provided.

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对在线教育研究和实践的系统影响：关注学习者、课程和讲师以及组织层面

在最近对在线教学研究的系统回顾中，确定了跨学习者、课程或讲师和组织层面的研究主题。这篇评论将进一步探讨这些主题对未来在线教育研究和实践的系统性影响。这篇评论详细阐述了学习者、课程和教师以及组织层面内部和之间的系统关系，并为研究人员和实践者提供了启示。并提出了各个层面的系统性挑战和未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

6.80%

发文量

期刊介绍： Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.