ABSTRACT Online learning as a concept and as a keyword has consistently been a focus of education research for over two decades. In this paper, we present results from a systematic literature review for the definitions of online learning because the concept of online learning, though often defined, has a range of meanings attached to it. Authors and scholars use the term to mean very distinct, if not contradictory concepts. We conducted systematic literature for over the last 30 years (1988 to 2018) to investigate the number and content of definitions of online learning. We collected 46 definitions from 37 resources and conducted a content analysis on these sets of definitions. Content analysis of the collected definitions led to an understanding of the core elements for defining online learning, the confusion surrounding the terms and the synonyms used for online learning. An evolution of the definition of the concept of online learning was also mapped to the evolution of technology in the last three decades.

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我们可以通过多少种方式定义在线学习？在线学习定义的系统文献综述（1988-2018）

摘要 在线学习作为一个概念和关键词一直是教育研究的焦点超过二十年。在本文中，我们展示了在线学习定义的系统文献综述的结果，因为在线学习的概念虽然经常被定义，但具有一系列的含义。作者和学者使用这个词来表示非常不同的，如果不是相互矛盾的概念。我们在过去 30 年（1988 年至 2018 年）进行了系统的文献研究，以调查在线学习定义的数量和内容。我们从 37 个资源中收集了 46 个定义，并对这些定义集进行了内容分析。对收集到的定义进行内容分析，从而了解定义在线学习的核心要素，围绕在线学习的术语和同义词的混淆。过去三年中，在线学习概念定义的演变也映射到技术的演变。