Intellectual roots of distance education: a progressive knowledge domain analysis

Bozkurt, Aras

doi:10.1080/01587919.2019.1681894

Cited by 65 publications

(37 citation statements)

References 47 publications

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“…These countries are also known for their rich traditions in these educational fields, that is distance education (DE) and/or open and distance learning (ODL), which have paved the way for other educational practices that can be categorized under these fields (e.g., e-learning, m-learning, and u-learning). DE and ODL are pragmatic fields that use educational technology to provide meaningful learning experiences and ensure working solutions for learners (Bozkurt 2019a) and "to lessen distance, both physically and psychologically, and to increase interactivity and communication among learners, learning sources and facilitators." (Bozkurt 2019b).…”

Section: Geographical Distributionmentioning

confidence: 99%

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Bozkurt

2020

JIME

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Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993-1999 multimedia learning and instructional design; 2000-2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005-2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010-2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015-2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.

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Section: Geographical Distributionmentioning

confidence: 99%

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Bozkurt

2020

JIME

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“…They have to communicate with stakeholders, avoid mistakes, recognize emerging opportunities, and communicate with colleagues at the intersection of software design and whatever specific field it is applied to for a given project (Laganière, n.d.). Domain analysis has since been used in fields including information science (Hjørland & Albrechtsen, 1995; Robinson, 2009; Smiraglia & López‐Huertas, 2015), distance education (Bozkurt, 2019), and curriculum analysis and evaluation (White, 2001). In the language education context, domain analysis is used to “identify critical skills, knowledge, abilities, and processes as well as possible assessment tasks” (Jun, 2014, p. 67).…”

Section: Review Of Literaturementioning

confidence: 99%

Domain analysis: Research‐based reverse design for languages for specific purposes

Lear

2021

Foreign Language Annals

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This study introduces an evidence‐centered approach to reverse design for languages for specific purposes (LSP) courses called domain analysis. The article describes the research framework and its potential to provide consistent empirical rigor to the necessarily decentralized field of LSP by reporting on one study using domain analysis in the legal Spanish context. The research questions examine the parameters of the domain under study—legal Spanish for law students at one university—and the target functional outcomes for those students. The results included parameters that were limited to public interest law in the U.S. context. Eight topic areas emerged as central to that context and functional outcomes were identified for reading, listening, and speaking. Though sight translation was a necessary skill, writing was not needed in the domain.

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“…School closures due to COVID-19 forced all levels of educational institutions to put emergency remote teaching into practice, which slightly differs from distance or online learning. Distance education is an interdisciplinary field that has evolved over time and that has served well in responding to learning needs and in guiding open educational practices (Bozkurt, 2019a;2019b;Zawacki-Richter et al, 2020). What is currently being done, emergency remote teaching should be considered a temporary solution to an immediate problem (Golden, 2020).…”

Section: How Prepared Were Educators To Teach Remotely/online?mentioning

confidence: 99%

Access to Students and Parents and Levels of Preparedness of Educators during the COVID-19 Emergency Transition to e-Learning

ElSaheli‐Elhage

2020

IJonSE

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In response to the COVID-19 school closures and the emergency transition to eLearning, faculty at Chicago State University organized a series of nine professional development webinars centered on the subject of eLearning. 3,428 educators attended the nine webinars. This study consisted of an exploratory research reporting on the participants’ answers to the polls questions administered during the webinars, in an attempt to identify levels of preparedness of educators during the COVID-19 Emergency Transition to eLearning and their access to students and parents. The study revealed low levels of preparedness in relation to teaching remotely in general, teaching students with disabilities in particular, and using technology tools. The study also revealed challenges of educators reaching students and parents. The study concludes with a number of recommendations to address these identified challenges.

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Intellectual roots of distance education: a progressive knowledge domain analysis

Cited by 65 publications

References 47 publications

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Domain analysis: Research‐based reverse design for languages for specific purposes

Access to Students and Parents and Levels of Preparedness of Educators during the COVID-19 Emergency Transition to e-Learning

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