A review of ten-year research through co-citation analysis: Online learning, distance learning, and blended learning

Abstract

This study reviewed evolving research trends in online, distance, and blended learning over the past ten years through co-citation analysis. Related peer-reviewed research articles in the Web of Science were obtained and the references in the articles were analyzed. The result showed that literature review and meta-analysis studies on distance education and studies on learners’ discourse in asynchronous discussion were most cited in the first half of the ten year period. In the second period, the focus moved to online learners’ satisfaction and self-regulation, informal learning, and learning through MOOCs. The Community of Inquiry framework was continually researched throughout the entire ten year period. Overall, this study identified features and changes in research trends in online, distance, and blended learning, providing a unique contribution to our understanding of publications and research themes in these fields. Direction for further research, which was derived from the findings, is discussed.