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Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009
This systemic review explores educational research on online teaching and learning from 2009 to 2018. Online learning has expanded significantly over the past two decades, even with a decline in enrollment at higher education institutions (Martin et al., 2020). The authors of this article strive to explore the scope of research themes in online learning from 2009 to 2018. The justification for this research is to inquire about the most frequented research topics in online teaching and learning, discover where there may be gaps in research topics regarding online teaching and learning, and help direct future online research areas.
The article presents a flow chart identifying the five-step systemic review process: developing the review protocol, identifying relevant literature, screening studies, reviewing articles, and reporting findings. A total of 619 articles were analyzed after the selection process. A majority of the research articles surveyed focused on online learning and teaching research in higher education (n=506) as the research theme, while K-12 (n=53) and corporate/military (n=3) were comparably less researched. The authors acknowledged the limitations of the systemic review due to only 12 journals being selected to go through the inclusion/exclusion process. Martin et al. also recognized that relevant research articles may have been excluded because they did not contain the five search terms used to select the articles to examine.
This article resonated with me because, as an instructional designer and Quality Matters coordinator at a university, I help design courses online asynchronously and promote online course quality. Many higher education institutions rely on QM as the holy grail of online quality course design. However, after a quick literature search, I found limited research articles demonstrating the correlation between QM use and student outcomes. Indicating there needs to be more empirical research exploring the effectiveness of QM. This raises the question, should institutions blindly assume that following the QM rubric for course quality matters is the golden standard for quality course design? Interestingly, out of the 619 studies, only 38 (6.14%) were dedicated to online education evaluation and quality assurance. After reviewing this article, I am motivated to dive deeper into what other research is out there regarding what makes a quality online course.
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