In this study, we analyzed a subset of uncited or low cited articles from the data reported in Arnesen, Hveem, Short, West, and Barbour (2019), who examined the trends in K-12 online learning articles from 1994 to 2016. We identified 62 articles that had 5 or fewer citations, and analyzed them for trends in authorship, publication outlets, dates of publication, and topics that could help explain their low citation numbers. We also analyzed topics to see what contribution they might have made and can still make to the field of K-12 online learning. We found that the majority of these articles had been published in many different, less well-known journals. We also found that these articles may have attracted fewer readers because they addressed topics that seemed to have a narrow focus, often outside of the United States. The articles were also authored by both well-known researchers in the field as well as a number of one-time authors. What we did not find were articles that were uninteresting, poorly researched, or irrelevant. Many of the articles described and discussed programs that grappled with and overcame some of the same challenges online learning still faces today: issues of interaction, community, technology, management, etc. Some of the early articles gave interesting insights into the history of K-12 online learning, especially as it involved rural learners and programs. Others addressed less mainstream but still interesting topics such as librarians in online learning, cross-border AP history classes, policies that helped or hindered the growth of online learning, and practical considerations of cost and access.

中文翻译：

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不相关，被忽略或丢失？20年未引用和被低引用的K-12在线学习文章的趋势

在这项研究中，我们从Arnesen，Hveem，Short，West和Barbour（2019）中报道的数据中分析了未被引用或被低引用的文章的一部分，他们研究了1994年至2016年K-12在线学习文章的趋势。确定62篇被引用次数少于或少于5的文章，并分析它们的作者趋势，出版物发行地，出版日期以及有助于解释其引用次数偏低的主题。我们还分析了主题，以了解他们可能会对K-12在线学习领域做出哪些贡献，并且仍然可以做出贡献。我们发现这些文章大部分都发表在许多不同的，鲜为人知的期刊上。我们还发现，这些文章可能吸引了较少的读者，因为它们所涉及的主题似乎很狭窄，通常是在美国以外的地区。文章还由该领域的著名研究人员以及许多一次性作者撰写。我们没有找到没有意思，研究不充分或无关紧要的文章。描述和讨论了许多程序，这些程序克服并克服了当今在线学习仍然面临的一些挑战：交互，社区，技术，管理等问题。一些早期的文章对K-的历史提供了有趣的见解。 12在线学习，尤其是因为它涉及农村学习者和计划。其他人则讨论了不太主流但仍然有趣的话题，例如在线学习中的图书馆员，跨境AP历史课程，帮助或阻碍在线学习增长的政策以及对成本和访问的实际考虑。