Systematic reviews were conducted in the nineties and early 2000’s on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last two decades. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

中文翻译：

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2009-2018年在线教学研究系统回顾

90 年代和 2000 年代初对在线学习研究进行了系统评价。然而，在过去十年中，没有任何关于在线学习研究主题更广泛方面的评论。本系统评价通过检查过去二十年发表在 12 种期刊上的 619 篇关于在线学习的研究文章来弥补这一差距。对这些研究的出版趋势和模式、研究主题、研究方法和研究环境进行了检查，并与过去几十年的研究主题进行了比较。虽然 2015 年和 2016 年在线学习的研究数量略有减少，但随后在 2017 年和 2018 年继续增加。大多数研究本质上是定量的，并在高等教育中进行了检查。在线学习研究被分为十二个主题，并开发了一个跨越学习者、课程和讲师的框架，并开发了组织层面。大量研究检查了在线学习者的特征和在线参与度，并且与之前的三项系统评价一致。但是，仍然需要对组织层面的主题进行更多研究，例如领导力、政策、管理和访问、文化、公平、包容和道德以及在线讲师特征。