跨越26年的在线学习系统文献综述（1993-2018）

Q2 Social Sciences

Journal of Education for Library and Information Science Pub Date : 2021-10-14 DOI:10.3138/jelis-2020-0107

Vandana Singh, Alexander C. Thurman

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引用次数: 0

摘要

本文旨在通过对同行评审的英语期刊上发表的文献进行系统的文献综述，为读者了解当前在线学习的知识提供一个全面的背景。我们回顾了26年（1993-2018）发表的5803篇文章。我们关注的是发表的文章数量、期刊名称以及关于在线学习的总体研究趋势。我们回顾了关键词、标题和摘要的增长和演变，以了解在线学习研究趋势的增长和下降。我们发现，在已发表的关于在线学习的文章中，主要趋势是学习、学生、环境、课程、教育和教学。增长的领域是在线交付、在线环境中的学习、教师（教学）和学生（学习者），我们讨论了该学科的差距，这些差距表明了该学科未来的潜在增长领域，包括技术研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

A Systematic Literature Review of Online Learning Spanning 26 Years (1993–2018)

This article aims to provide the reader with a comprehensive background for understanding current knowledge on online learning through a systematic literature review of the published literature in peer-reviewed English language journals. We reviewed 5,803 articles published over 26 years (1993–2018). We focused on the number of articles published, journals’ names, and overall research trends about online learning. We reviewed the growth and evolution of keywords, titles, and abstracts to develop an understanding of the growth and fall of trends in research on online learning. We discovered that the dominant trends in the published articles on online learning are learning, students, environment, courses, education, and teaching. The growing areas are online delivery, learning in online setting, teacher (teaching), and students (learners), and we discuss the gaps in the discipline that indicate a potential growth area for the future of the discipline including technology research.

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来源期刊

Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences

CiteScore

1.70

自引率

0.00%

发文量

期刊介绍： The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.