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首页> 外文期刊>International Review of Research in Open and Distributed Learning >A review of trends in distance education scholarship at research universities in North America, 1998-2007
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A review of trends in distance education scholarship at research universities in North America, 1998-2007

机译：1998-2007年北美研究型大学远程教育奖学金趋势回顾

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This article explores and summarizes trends in research and scholarship over the last decade (i.e., 1998-2007) for students completing dissertations and theses in the area of distance education. The topics addressed, research designs utilized, and data collection and analysis methods used were compiled and analyzed. Results from this study indicate that most of the distance education research conducted by graduate students in this period of time has been descriptive, often addressing the perceptions, concerns, and satisfaction levels of various stakeholders with a particular distance education experience. Studies of this type typically used self-report surveys and analyzed the data using descriptive statistics. Validating the concern of many distance education scholars, there was a lack of graduate student research aimed at developing a theory base in distance education. On a positive note, projects directly comparing distance education with traditional face-to-face classrooms to determine the merit of specific programs declined significantly in 2007 as compared to 1998. This result might indicate that distance learning is becoming accepted as a viable and important educational experience in its own right. Another encouraging finding was the decreased emphasis on studies focused on technology issues, such as those analyzing the quality of distance education technology and questioning educators’ ability to provide an acceptable technology-enabled distance learning experience.
机译：本文探讨和总结了过去十年（即1998-2007年）针对远程教育领域完成论文和论文的学生的研究和奖学金趋势。所涉及的主题，所利用的研究设计以及所使用的数据收集和分析方法都得到了汇编和分析。这项研究的结果表明，在此期间，由研究生进行的大多数远程教育研究都是描述性的，通常是针对具有特定远程教育经验的各个利益相关者的看法，关注和满意度。这种类型的研究通常使用自我报告调查，并使用描述性统计数据分析数据。验证了许多远程教育学者的关注，缺乏旨在建立远程教育理论基础的研究生研究。积极的一面是，与1998年相比，直接将远程教育与传统的面对面教室进行比较以确定具体计划的优点的项目在2007年明显下降。这一结果可能表明，远程学习已被接受为可行且重要的教育体验本身。另一个令人鼓舞的发现是，人们对技术问题的研究越来越少，例如那些分析远程教育技术质量并质疑教育工作者提供可接受的技术支持的远程学习体验的能力的研究。

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