Table 2.
Research themes in online learning.
| Research Theme | Description | |
|---|---|---|
| Learner | ||
| 1 | Learner Characteristics | Focuses on understanding the learner characteristics and how online learning can be designed and delivered to meet their needs. Online learner characteristics can be broadly categorized into demographic characteristics, academic characteristics, cognitive characteristics, affective, self-regulation, and motivational characteristics. |
| 2 | Learner Outcomes | Learner outcomes are statements that specify what the learner will achieve at the end of the course or program. Examining learner outcomes such as success, retention, and dropouts are critical in online courses. |
| 3 | Engagement | Engaging the learner in the online course is vitally important as they are separated from the instructor and peers in the online setting. Engagement is examined through the lens of interaction, participation, community, collaboration, communication, involvement and presence. |
| Course and Instructor | ||
| 4 | Course or Program Design and Development | Course design and development is critical in online learning as it engages and assists the students in achieving the learner outcomes. Several models and processes are used to develop the online course, employing different design elements to meet student needs. |
| 5 | Course Facilitation | The delivery or facilitation of the course is as important as course design. Facilitation strategies used in delivery of the course such as in communication and modeling practices are examined in course facilitation. |
| 6 | Course Assessment | Course Assessments are adapted and delivered in an online setting. Formative assessments, peer assessments, differentiated assessments, learner choice in assessments, feedback system, online proctoring, plagiarism in online learning, and alternate assessments such as eportfolios are examined. |
| 7 | Evaluation and Quality Assurance | Evaluation is making a judgment either on the process, the product or a program either during or at the end. There is a need for research on evaluation and quality in the online courses. This has been examined through course evaluations, surveys, analytics, social networks, and pedagogical assessments. Quality assessment rubrics such as Quality Matters have also been researched. |
| 8 | Course Technologies | A number of online course technologies such as learning management systems, online textbooks, online audio and video tools, collaborative tools, social networks to build online community have been the focus of research. |
| 9 | Instructor Characteristics | With the increase in online courses, there has also been an increase in the number of instructors teaching online courses. Instructor characteristics can be examined through their experience, satisfaction, and roles in online teaching. |
| Organization | ||
| 10 | Institutional Support | The support for online learning is examined both as learner support and instructor support. Online students need support to be successful online learners and this could include social, academic, and cognitive forms of support. Online instructors need support in terms of pedagogy and technology to be successful online instructors. |
| 11 | Access, Culture, Equity, Inclusion, and Ethics | Cross-cultural online learning is gaining importance along with access in global settings. In addition, providing inclusive opportunities for all learners and in ethical ways is being examined. |
| 12 | Leadership, Policy and Management | Leadership support is essential for success of online learning. Leaders perspectives, challenges and strategies used are examined. Policies and governance related research are also being studied. |