Context Matters: A Description and Typology of the Online Learning Landscape

Abstract

related to online learning (Philips, 2005, p. 541), which is regularly criticized for being low quality (Amiel & Reeves, 2008; Bernard et al., 2004; Reeves, 1995; Wray, Lowenthal, Bates, & Stevens, 2008). Researchers need to be as transparent and explicit as possible when researching anything – but especially when studying the ever-changing field of online learning. The ability to replicate findings is often seen as the hallmark of rigorous researchand a basis for advancing knowledge (Moore &