References
- Allen, I., & Seaman, J. (2016). Online report card: Tracking online learning in the United States. Babson Park, MA: Babson Survey Research Group. (with Poulin, R., & Straut, T. T.). Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf
- Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Newburyport, MA: Sloan Consortium. Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
- Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (pp. 45–74). Edmonton, Canada: Athabasca University Press.
- Anderson, T. (2009, June). The dance of technology and pedagogy in self-paced distance education. Paper presented at the 17th ICDE World Congress, Maastricht, The Netherlands. Retrieved from https://auspace.athabascau.ca/handle/2149/2210
- Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. doi:10.19173/irrodl.v12i3.890
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
- Bartlett, L., Frederick, M., Gulbrandsen, T., & Murillo, E. (2002). The marketization of education: Public schools for private ends. Anthropology & Education Quarterly, 33(1), 5–29. doi:10.1525/aeq.2002.33.1.5
- Berge, Z. L., & Mrozowski, S. (2001). Review of research in distance education, 1990 to 1999. American Journal of Distance Education, 15(3), 5–19. doi:10.1080/08923640109527090
- Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. doi:10.3102/0034654309333844
- Bishop, J. S., & Spake, D. F. (2003). Distance education: A bibliographic review for educational planners and policymakers 1992–2002. Journal of Planning Literature, 17(3), 372–391. doi:10.1177/0885412202239139
- Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. In S. Sisman-Ugur & G. Kurubacak (Eds.), Handbook of research on learning in the age of transhumanism (pp. 252–273). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8431-5.ch016
- Bozkurt, A., Akgun-Ozbek, E., Onrat-Yilmazer, S., Erdogdu, E., Ucar, H., Guler, E., … Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009–2013. International Review of Research in Open and Distributed Learning, 16(1), 330–363. doi:10.19173/irrodl.v16i1.1953
- Braun, T. (2008). Making a choice: The perceptions and attitudes of online graduate students. Journal of Technology and Teacher Education, 16(1), 63–92. Retrieved from https://www.learntechlib.org/primary/j/JTATE/
- Castells, M. (2004). The network society: A cross cultural perspective. Northampton, MA: Edward Elgar Publishing Limited.
- Chen, C. (2006). CiteSpace II: Detecting and visualizing emerging trends and transient patterns in scientific literature. Journal of the American Society for Information Science and Technology, 57(3), 359–377. doi:10.1002/asi.20317
- Chen, C., Panjwani, G., Proctor, J., Allendoerfer, K., Aluker, S., Sturtz, D., … Kuljis, J. (2006). Visualizing the evolution of HCI. In T. McEwan, J. Gulliksen, & D. Benyon (Eds.), People and computers XIX: The bigger picture: Proceedings of HCI 2005 (pp. 233–250). London, UK: Springer.
- Chen, C. (2017). Science mapping: A systematic review of the literature. Journal of Data and Information Science, 2(2), 1–40. doi:10.1515/jdis-2017-0006
- Chen, C., & Leydesdorff, L. (2014). Patterns of connections and movements in dual‐map overlays: A new method of publication portfolio analysis. Journal of the Association for Information Science and Technology, 65(2), 334–351. doi:10.1002/asi.22968
- Chen, S., Arsenault, C., Gingras, Y., & Larivière, V. (2015). Exploring the interdisciplinary evolution of a discipline: The case of biochemistry and molecular biology. Scientometrics, 102(2), 1307–1323. doi:10.1007/s11192-014-1457-6
- Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 2012(3), art.18 doi:10.5334/2012-18.
- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–339. doi:10.2307/249008
- Dewey, J. (1916). Democracy and education. New York, NY: Free Press.
- Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
- Downes, S. (2008). An introduction to connective knowledge. In T. Hug (Ed.), Media, knowledge & education: Exploring new spaces, relations and dynamics in digital media ecologies (pp. 77–102). Innsbruck, Austria: Innsbruck University Press. Retrieved from https://www.oapen.org/download?type=document&docid=449459
- Dron, J. (2007). Control and constraint in e-learning: Choosing when to choose. Hershey, PA: Information Science.
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87–105. doi:10.1016/S1096-7516
- Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15, 7–23. doi:10.1080/08923640109527071
- Gomes, R. R., & Barbosa, M. W. (2018). An analysis of the structure and evolution of the distance education research area community in terms of coauthorships. International Journal of Distance Education Technologies (IJDET), 16(2), 65–79. doi:10.4018/IJDET.2018040105
- Grinstein, U. M. F. G. G., & Wierse, A. (2002). Information visualization in data mining and knowledge discovery. Amsterdam, The Netherlands: Morgan Kaufmann.
- Hansen, D., Shneiderman, B., & Smith, M. A. (2010). Analyzing social media networks with NodeXL: Insights from a connected world. Amsterdam, The Netherlands: Morgan Kaufmann.
- Knox, J. (2013). The limitations of access alone: Moving towards open processes in education technology. Open Praxis, 5(1), 21–29. doi:10.5944/openpraxis.5.1.36
- Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19–38. doi:10.19173/irrodl.v12i3.882
- Kuhn, T. S. (2012). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
- Larivière, V., & Gingras, Y. (2010). On the relationship between interdisciplinarity and scientific impact. Journal of the American Society for Information Science and Technology, 61(1), 126–131. doi:10.1002/asi.21226
- Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567–605. doi:10.3102/00346543076004567
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
- Lee, Y., Driscoll, M. P., & Nelson, D. W. (2004). The past, present, and future of research in distance education: Results of a content analysis. The American Journal of Distance Education, 18(4), 225–241. doi:10.1207/s15389286ajde1804_4
- Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008–2012. The International Review of Research in Open and Distributed Learning, 14(3), 202–227. doi:10.19173/irrodl.v14i3.1455
- Martínez, R. A., & Anderson, T. (2015). Are the most highly cited articles the ones that are the most downloaded? A bibliometric study of IRRODL. The International Review of Research in Open and Distributed Learning, 16(3). doi:10.19173/irrodl.v16i3.1754
- McLuhan, M. (1964). Understanding media: The extensions of man. New York, NY: McGraw Hill.
- Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies (Project Report). Washington, DC: U.S. Department of Education. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
- Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1–7. doi:10.1080/08923648909526659
- Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company.
- Morrison, K., & van der Werf, G. (2012). Editorial. Educational Research and Evaluation, 18, 399–401. doi:10.1080/13803611.2012.695513
- Naidu, S. (2016). Mainstreaming open, flexible, and distance learning. In K.-W. Lai, S. Stein, P. Field, & K. Pratt (Eds.), Our world in your place: 30 years of distance learning and teaching at the University of Otago (pp. 92–108). Otago, New Zealand: Office. Retrieved from https://www.otago.ac.nz/courses/distance_study/otago629551.pdf
- Naidu, S. (2017). Openness and flexibility are the norm, but what are the challenges? Distance Education, 38, 1–4. doi:10.1080/01587919.2017.1297185
- Natale, S. M., & Doran, C. (2012). Marketization of education: An ethical dilemma. Journal of Business Ethics, 105(2), 187–196. doi:10.1007/s10551-011-0958-y
- Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40. doi:10.24059/olj.v6i1.1870
- Rice, K. L. (2006). A comprehensive look at distance education in the K–12 context. Journal of Research on Technology in Education, 38(4), 425–448. doi:10.1080/15391523.2006.10782468
- Schneider, J. W., Larsen, B., & Ingwersen, P. (2009). A comparative study of first and all-author cocitation counting, and two different matrix generation approaches applied for author cocitation analyses. Scientometrics, 80(1), 103–130. doi:10.1007/s11192-007-2019-y
- Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Park, MA: Babson Survey Research Group.
- Shneider, A. M. (2009). Four stages of a scientific discipline; four types of scientist. Trends in Biochemical Sciences, 34(5), 217–223. doi:10.1016/j.tibs.2009.02.002
- Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age [Blog post]. eLearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
- Tait, A. (2018). Education for development: From distance to open education. Journal of Learning for Development, 5(2). Retrieved from http://oasis.col.org/handle/11599/3063
- Taylor, J. (2001). Fifth generation distance education. e-Journal of Instructional Science & Technology, 4(1), 1–14. Retrieved from http://eprints.usq.edu.au/136/
- Van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, & D. Wolfram (Eds.), Measuring scholarly impact: Methods and practice (pp. 285–320). Cham, Switzerland: Springer.
- Veletsianos, G., & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. The International Review of Research in Open and Distributed Learning, 16(3). doi:10.19173/irrodl.v16i3.2202
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425–478. doi:10.2307/30036540
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Wedemeyer, C. A. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison, WI: University of Wisconsin Press.
- Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the open education landscape: Citation network analysis of historical open and distance education research. Open Praxis, 10(2), 109–126. doi:10.5944/openpraxis.10.2.822
- Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3. Retrieved from https://thesystemsthinker.com/communities-of-practice-learning-as-a-social-system/
- Xiangyi, Z. (2011). A perspective on international distance education research through analysis of high-level interviews. Journal of Distance Education, 29(2), 32–36. Retrieved from http://www.airitilibrary.com/Publication/alDetailedMesh?docid=16720008-201104-201107180016-201107180016-32-36
- Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. Bolton, UK: JISC, Centre for Educational Technology & Interoperability Standards. Retrieved from https://publications.cetis.org.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf
- Zawacki-Richter, O., & Anderson, T. (2011). The geography of distance education-bibliographic characteristics of a journal network. Distance Education, 32, 441–456. doi:10.1080/01587919.2011.610287
- Zawacki-Richter, O., Anderson, T., & Tuncay, N. (2010). The growing impact of open access distance education journals: A bibliometric analysis. Journal of Distance Education, 24(3). doi:10.1007/978-981-287-532-7_217-1
- Zawacki-Richter, O., Bäcker, E. M., & Vogt, S. (2009). Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns. International Review of Research in Open & Distributed Learning, 10(6), 21–50. doi:10.19173/irrodl.v10i6.741
- Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in distance education. Distance Education, 37, 245–269. doi:10.1080/01587919.2016.1185079
- Zhu, Y., Kim, M. C., & Chen, C. (2017). An investigation of the intellectual structure of opinion mining research. Information Research: An International Electronic Journal, 22(1). Retrieved from http://www.informationr.net/ir/