Resonance and Current Relevance of IRRODL Highly-Cited Articles: An Integrative Retrospective

  • Debra Dell Athabasca University Student
Keywords: community, connectivism, interaction, OER

Abstract

This paper provides an integrative-retrospective analysis of highly-cited articles from past issues of the International Review of Research in Open and Distributed Learning (IRRODL). Download metrics of published articles were used to identify the top 100 downloaded IRRODL articles from 2000–2020. Publicly-available citation metrics for the top 100 articles were used to further refine the analysis and identify the top 10 most-cited IRRODL articles. These articles were then categorized into resonant themes to frame a discussion of the key topics in present-day online and distributed learning research and pedagogy. This paper is intended to provide a broad overview and will be of interest to those who are new to the field of online learning.

References

Adam, T., Allen, N., Amiel, T., Asino, T., Atenas, J., Bali, M., Barnes, N., Bourg, C., Bouterse, S., Caines, A., Campbell, L. M., Cangialosi, K., Collier, A., Cronin, C., Czerniewicz, L., DeRosa, R., Ensor, S., Friedrich, C., Gilliard, C., … Watters, A. (2020). Open at the margins: Clinical perspectives on open education. Rebus Community. https://press.rebus.community/openatthemargins/

Ally, M., & Samaka, M. (2013). Open education resources and mobile technology to narrow the learning divide. The International Review of Research in Open and Distributed Learning, 14(2), 14–27. https://doi.org/10.19173/irrodl.v14i2.1530

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.149

Anderson, T. (2009). The ratings game. The International Review of Research in Open and Distributed Learning, 10(3). https://doi.org/10.19173/irrodl.v10i3.742

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. https://doi.org/10.19173/irrodl.v12i3.890

Antelman, K. (2004). Do open-access articles have a greater research impact? College & Research Libraries, 65(5), 372–382. https://doi.org/10.5860/crl.65.5.372

Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15(46). https://doi.org/10.1186/s41239-018-0128-8

Bates, A. W. (2020). MOOCs and online degrees continue to grow worldwide. https://www.tonybates.ca/2020/09/08/moocs-and-online-degrees-continue-to-grow-worldwide/

Björk, B.-C., & Solomon, D. (2012). Open access versus subscription journals: A comparison of scientific impact. BMC Medicine, 10(73). https://doi.org/10.1186/1741-7015-10-73

Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open content and open educational resources: Enabling universal education. The International Review of Research in Open and Distributed Learning, 9(1). https://doi.org/10.19173/irrodl.v9i1.469

Cavanaugh, C. S., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of open access literature. The International Review of Research in Open and Distributed Learning, 10(1). https://doi.org/10.19173/irrodl.v10i1.607

Cleveland-Innes, M. (2019). The community of inquiry theoretical framework: Designing collaborative online and blended learning. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Principles and practices of design (3rd ed.). Routledge. https://doi.org/10.4324/9781351252805

Downes, S. (2005, December 22). An introduction to connective knowledge. https://www.downes.ca/post/33034

EDUCAUSE. (2020). 2020 EDUCAUSE Horizon Report. Teaching and Learning Edition. EDUCAUSE Publications. https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition

Fahy, P. J. (2013). Uses of published research: An exploratory case study. The International Review of Research in Open and Distributed Learning, 14(1), 145–166. https://doi.org/10.19173/irrodl.v14i1.1382

Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. The International Review of Research in Open and Distributed Learning, 1(1). https://doi.org/10.19173/irrodl.v1i1.2

Garrison, R. & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice (1st ed.). RoutledgeFalmer. https://doi.org/10.4324/9780203166093

Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Huang, R., Liu, D., Tlili, A., Knyazeva, S., Chang, T., Zhang, X., Burgod, D., Jemni, M., Zhang, M., Zhuang, R., & Holotescu, C. (2020). Guidance on open educational practices during school closures: Utilizing OER under COVID-19 pandemic in line with UNESCO OER recommendation. Smart Learning Institute of Beijing Normal University. https://iite.unesco.org/wp-content/uploads/2020/05/Guidance-on-Open-Educational-Practices-during-School-Closures-English-Version-V1_0.pdf

James, C. E., Kitossa, T., Quinless, J., & Stern, K. (2020, October 13). Debating at a (social) distance: The campus in the COVID era [Webinar]. University of Toronto Press. https://utorontopress.com/us/events/index/view/id/241

Jhangiani, S. (2020, October 8). OER Fund(ed): Diverse voices and “beyond the classroom” projects [Interview with Surita Jhangiani]. Open UBC. https://open.ubc.ca/oer-funded-diverse-voices-and-beyond-the-classroom-projects/

Johnson, L., Adams-Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 higher education edition. The New Media Consortium. https://library.educause.edu/-/media/files/library/2015/2/hr2015-pdf.pdf

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. https://doi.org/10.19173/irrodl.v12i3.882

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning, 9(3). https://doi.org/10.19173/irrodl.v9i3.523

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. https://doi.org/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). https://doi.org/10.19173/irrodl.v16i3.1754

McGreal, R. (Ed.). (2013). Open educational resources: Opening access to knowledge [Special issue]. International Review of Research in Open and Distributed Learning, 14(2). http://www.irrodl.org/index.php/irrodl/issue/view/56

McGreal, R. (Ed.). (2015). OER and MOOCs [Special issue]. International Review of Research in Open and Distributed Learning, 16(5). http://www.irrodl.org/index.php/irrodl/issue/view/71

McGreal, R. (Ed.). (2017). Outcomes of openness: Empirical reports on the implementation of OER [Special issue]. International Review of Research in Open and Distributed Learning, 18(4). http://www.irrodl.org/index.php/irrodl/issue/view/85

National Research Center for Distance Education and Technological Advancement (DETA). (n.d.). No Significant Difference. DETA Research Center Community. Retrieved January 13, 2020, from https://detaresearch.org/research-support/no-significant-difference/

Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. The International Review of Research in Open and Distributed Learning, 8(1). https://doi.org/10.19173/irrodl.v8i1.335

Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78–102. https://doi.org/10.19173/irrodl.v12i2.791

Penfield, T., Baker, M. J., Scoble, R., & Wykes, M. C. (2014). Assessment, evaluations, and definitions of research impact: A review. Research Evaluation, 23(1), 21–32. https://doi.org/10.1093/reseval/rvt021

Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). https://doi.org/10.19173/irrodl.v3i1.79

Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.192

Russell, T. L. (1999). The no significant difference phenomenon as reported in 355 research reports, summaries and papers. North Carolina State University.

Shattuck, K. (2020). Distance education research literacy begins with the literature. American Journal of Distance Education, 34(3), 179–179. https://doi.org/10.1080/08923647.2020.1802965

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm

Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger writes and having writ.... The International Review of Research in Open and Distributed Learning, 8(2). https://doi.org/10.19173/irrodl.v8i2.346

Published
2021-03-11
How to Cite
Dell, D. (2021). Resonance and Current Relevance of IRRODL Highly-Cited Articles: An Integrative Retrospective. The International Review of Research in Open and Distributed Learning, 22(1), 243-258. https://doi.org/10.19173/irrodl.v22i1.5315
Section
Notes From the Field