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The aim of this study was to investigate the research areas that are covered in most of the publications on IRRODL and the authorship patterns that apply to this area. The trends and patterns that are reviewed in this study indicate that there are concrete models as well as ignored areas of study in IRRODL. Previously, the IRRODL Journal has focused on maintaining its position as a publication that has an international appeal. The study sought to analyze the IRRODL articles that were selected for the study whereby important patterns were evident. The research analysis found out that most IRRODL articles addressed the topic of interactions within the realm of computer-based learning. However, three distinct areas of study emerge from the analysis of the 580 articles. These three areas include: ‘distance education systems and theories’, ‘management, organization and technology’ and ‘teaching and learning in distance education’. These three levels of examination reflect the scope of analysis for this research.
Although IRRODL is fronted as an international journal, about 80% of the analyzed articles came from less than 10 countries and very few articles originated from Turkey. The Western bias is evident from the articles’ analysis and this anomaly is expected to influence the study in a certain manner. It has also become clear that collaboration between authors is on the rise. Nevertheless, this trend can only be verified and substantiated through further research whereby the impact of IRRODL on collaboration-authorship can be investigated. The social element of IRRODL is clear from various publications whereby the characteristics of the learners are correlated to type of the distance-learning technology that is used. Experts reckon that most of the available research on IRRODL does not adequately cover the cultural aspects that apply to distance learning. In addition, it would be advisable for future researchers to address the issue of cooperation and collaboration among institutions through the distance-learning forum. These two factors are manifested in the macro levels of study and it is difficult to know why researchers overlook them. When it comes to the ‘management, organization, and technology’ (Meso) level of analysis, the expected aspects of distance learning are addressed including leadership, innovation, organizational development, cost factors, infrastructures, quality assurance and strategy management among others. However, research is yet to catch up with the latest developments in distance learning including the mobile technology, faster connections, and synchronized platforms. Some of these tools provide a cheaper learning platform than the previously available technologies.
After the review of the 580 articles that appear in the IRRODL journal, the initial assumptions of the researchers are confirmed. The research had proposed that there are pre-existing research gaps when it comes to distance learning, and they all have an impact on Turkey. For instance, the research-trends on distance learning indicate that most scholars are preoccupied with the micro-factors of distance learning including the learning and teaching aspects of distance education. Half of the analyzed articles dedicated their research on distance learning to these areas: globalization, costs, and innovation factors. It is also possible that researchers focus on these areas because they are likely to have a wider audience. On the other hand, this research bias might be influenced by the fact that data on these three areas is readily available to researchers. In future, researchers require to adopt boldness when it comes to this subject instead of relying on ‘trial and error’ tactics in the course of their research. Some of the viable areas of future research include diversity management, faculty support, course designs, quality assurance, and intercultural communication.
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