Academic journals and conferences represent the research footprint of the evolution of knowledge in a particular field. They show the research areas of focus, the impact of interdisciplinary ideas, [...]
A study was conducted to identify trends and gaps in distance-education areas as addressed in the journal Quarterly Review of Distance Education from 2002 to 2017. A directed content analysis methodology was used to classify the articles according to the Zawacki-Richter (2009) validated classification framework of research areas in distance education. The qualitative data analysis software Quirkos was used to conduct the content analysis of 401 articles. Findings showed that most articles (54%) addressed research areas related to teaching and learning in distance education (microlevel); 14% addressed areas related to distance education systems and theories (macrolevel); and 20% addressed areas related to management, organization, and technology (mesolevel). Twelve percent of the articles were classified as addressing other areas not clearly identified in the framework. Findings are similar to previous analyses guided by the Zawacki-Richter framework.