1.2 Analysis of similarities and differences of scholars’ divisions and topic research
A comparison of the scholars’ theoretical sub-domain divisions and the statistical analysis of research topics of typical distance education institutions shows that the two are different in their focus on research sub-domains, the divisions of research themes and their focuses.
First, as far as the focus on research sub-domains is concerned, percentages were calculated from the corresponding number of scholars and topics for each sub-domain as shown in Figure 1 below. It reveals that scholars are generally more concerned with the first three sub-domains of distance education research, and with “theoretical research” in particular. In contrast, in the analysis of research topics, more attention is given to the last four sub-domains, especially to “distance teaching and learning”.
Figure 1 Contrast of Focus on Research Sub-Domains Between Scholars and RTVU System
With regard to the divisions of research themes and their focuses, the following differences exist:
(1) Difference in the divisions of research themes. As seen from the contrast in Table 1 and Table 2, the research themes for the two sub-domains of “distance teaching and learning” and “learner support” are expanded in the research topics, which fits more closely with the demands for practical exploration. For instance, “subject teaching”, “practical teaching” and “learning assessment” under the sub-domain of “distance teaching and learning” are more concerned with teaching itself; “environmental support”, “campus culture” and “support guarantee” under the sub-domain of “learner support” pay more attention to the promotion of the application of network technology to learner support and the improvement of support effectiveness.
(2) Difference in research focus. As seen from the corresponding numbers of scholars and topics for each research theme in Table 1 and Table 2, the research themes with over 10 scholars (accounting for 5.6% of the total scholars’ domain divisions) are, in order, interactive support, application of media technologies, system operation, industry and economics, and evaluation and accreditation. The research themes with over 15 topics (accounting for 5.6% of the total scholars’ domain divisions) are, in order, subject teaching, research on development strategy, development of media technologies, practical teaching, and learners. The former pays more attention to the general research content of the distance education domain, while the latter focuses more on research needs for practical development of the institutions.
2. Major research domains of distance education
What follows is a detailed introduction to each sub-domain and its research themes. In addition, a comparative analysis is made of the focuses of literature review (scholars) and research topics (distance education institutions).
2.1 Theoretical research
The theoretical research sub-domain of distance education mainly includes three categories of research themes.
The first is research themes formulated in combination with other disciplines, such as philosophy, history, sociology, and system theory. Based on scholars' focus on these four areas in the literature review, they are regarded as independent research themes in Table 2.
The second is the theory and concept of distance education, including meta-research, basic concepts and basic theories of distance education.
The third is discipline construction of distance education, covering research on professional development of distance education, research methods of distance education, etc.
A comparison of the numbers reveals that among the scholars in the literature review, those engaged in theoretical research numbered 36, accounting for 20.3% of the total. Among the research topics, topics dealing with theoretical research numbered 6, a mere 2.2% of the total, reflecting a gap of nearly 10 times. This shows that scholars are very concerned with theoretical research, while distance education institutions are more interested in applied research.
2.2 System construction and operation
The sub-domain of system and management planning includes five research themes.
(1) System construction focuses on the current state, function and orientation of the system, as well as how to enhance the accessibility and availability of the system to promote education equality.
(2) System management focuses on the institution’s operational plans, organisation and management, which involve policy and laws, administrative management, academic affairs management, the publication of teaching materials, enrollment management, etc.
(3) Industry and economics deal with the evaluation and cost-benefit management of the system operation, such as the evaluation and improvement of research productivity and influence. In addition, it also deals with competition and cooperation management inside and outside the system.
(4) Research on development strategy is concerned with expanding distance education within the field of education and the institutions and mechanisms that run the school, including the exploration and implementation of elementary education, higher education, non-degree training and lifelong education, open universities, community education, rural education, etc.
(5) Professional training focuses on the specialised development of professionals, faculty development and teamwork in distance education.
The numbers of scholars and research topics in system construction and operation are 24.9% and 23.1% respectively, showing a balance. A comparison of the research themes shows that scholars pay more attention to system operation and industry and economics, while distance education institutions pay more attention to research of development strategy and professional training, especially development of community education and other types of education, and faculty development. This could be because most domestic distance education institutions are public institutions whose funding is basically guaranteed, so there is less focus on the efficiency of system operation and cost benefit.
2.3 Teaching management and quality assurance
Credit transfer was added to the content of Table 1 for teaching management and quality assurance. Although the number of research topics for evaluation and accreditation is 0, it is preserved as a theme in consideration of its importance.
(1) Teaching management focuses on process management. This involves the exploration of professional cultivation models, the formulation of professional development programmes and teaching plans, the exploration of teaching management methods and measures, and the exploration of teaching management models and mechanisms including teaching supervision.
(2) Evaluation and accreditation focuses on the assessment of results. This involves the evaluation of the quality of professionals cultivated, including follow-up surveys of graduates, exploration of methods of evaluation and measurement, and the effectiveness of evaluation results.
(3) Quality assurance focuses on the formulation of various quality standards, quality assurance of teaching process and the construction of a quality assurance system.
(4) Credit transfer deals with the accreditation, transfer and accumulation of credits to make the connection between degree education and non-degree education a reality.
The numbers of scholars and research topics for teaching management and quality assurance are 13% and 8.3%, respectively, showing more interest from scholars. A comparison of the research themes shows that scholars are more interested in evaluation and accreditation, while distance education institutions are more interested in teaching management, credit transfer and teaching models.
2.4 Teaching Resources
The research theme of “other resource construction” was added to the sub-domain of teaching resources listed in Table 1.
(1) Resource construction and management focuses on resource construction, management, application and assessment at the institutional level. This includes the present state of joint construction and sharing of resources, resource construction and its construction models, resource construction standards and assessment standards, as well as the application, management and assessment of resources.
(2) Curriculum design and development deals with issues at the curriculum level, including curriculum theory, curriculum design, assessment and revision, technological methods of developing courses, as well as the design and development of online courses, printed teaching materials, CAI resources and virtual laboratory resources.
(3) Other resource construction includes the construction and application of library resources, the construction of mobile learning resources, community learning resources, etc.
The numbers of scholars and research topics for teaching resources are 7.9% and 11.9%, respectively, showing more interest from distance education institutions. A comparison of the research themes shows that both scholars and distance education institutions are concerned with curriculum design and development.