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Distance Education is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Innovative Teaching and Learning Methods, Online Learning and Analytics.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Distance Education 12 (3): 45–58.
Formats any DOI in Distance Education style. No sign-up. |
| Publishes research in | Online and Blended Learning Innovative Teaching and Learning Methods Online Learning and Analytics Human auditory perception and evaluation Open Education and E-Learning |
| ISSN | 0158-7919 |
| Citation impact (2-yr) | 3.24 |
| h-index | 108 |
| i10-index | 697 |
| Total citations | 47,767 |
| Top institutions publishing here | The Open University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access…
This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in 73 SUNY Learning Network courses in the Spring, 1999 semester. The study found that three general factors – clarity of design, interaction…
Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner‐centered constructivist environments. The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning.…
The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the…
Student satisfaction is used as one of the key elements to evaluate online courses, while perceived learning is considered as an indicator of learning. This study aimed to explore how online learning self-efficacy (OLSE), learner–content interaction (LCI), learner–instructor interaction (LII), and learner–learner interaction (LLI) can predict student satisfaction and perceived learning. A total of 167…
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