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Distance Education

Distance Education

DISTANCE EDUC
影响因子：3
是否综述期刊：否
是否预警：不在预警名单内
是否OA：否
出版国家/地区：
出版社：Taylor & Francis
发刊时间：0
发刊频率：
收录数据库：Scopus收录
ISSN：0158-7919
年发文量 61
国人发稿量 8.72
国人发文占比 0.14%
自引率 -
平均录取率-
平均审稿周期 -
版面费 -
偏重研究方向 EDUCATION & EDUCATIONAL RESEARCH-
期刊官网 https://www.tandfonline.com/toc/cdie20/current
投稿链接

期刊高被引文献

Predicting student satisfaction and perceived learning within online learning environments
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553562
Chronicling engagement: students’ experience of online learning over time
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1600367
Intellectual roots of distance education: a progressive knowledge domain analysis
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1681894
Exploring the influences of MOOC design features on student performance and persistence
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553560
Exploring presence in online learning through three forms of computer-mediated discourse analysis
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1600365
Factors influencing the pursuit of personal learning goals in MOOCs
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1600364
K-12 online learning journal articles: trends from two decades of scholarship
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553566
“I am not simply learning and regurgitating information, I am also learning about myself”: learning portfolio practice and online distance students
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553565
Modeling collective attention in online and flexible learning environments
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1600368
Learning analytics for learning design in online distance learning
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1637716
Effects of gamification on students’ online interactive patterns and peer-feedback
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1632168
Digital transformation in higher education: critiquing the five-year development plans (2016-2020) of 75 Chinese universities
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1680272
Financial aid and student persistence in online education in the United States
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553561
The changing narratives of open, flexible and online learning
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1612981
The idea of open education
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1564622
The effects of multimedia video lectures on extraneous load
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553559
Effects of different types of instructor comments in online discussions
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1602469
Student data privacy in MOOCs: a sentiment analysis
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1632171
How sequencing and fading affects the relationship between intrinsic and germane cognitive loads
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1600366
Learning analytics and open, flexible, and distance learning
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1656153
An analysis of flexible learning and flexibility over the last 40 years of Distance Education
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1681893
Four narratives about online international students: a critical literature review
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1600363
Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1681892
Agile administrative choreographies for multimode education at the University of Pretoria
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553563
Online teaching competencies in observational rubrics: what are institutions evaluating?
来源期刊：Distance EducationDOI：10.1080/01587919.2018.1553564
Forecasting future student mastery
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1632169
Educational complex systems and open, flexible, and distance learning: a complexity theoretical perspective
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1656152
Advancing open, flexible and distance learning through learning analytics
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1656151
Linking prediction with personality traits: a learning analytics approach
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1632170
Towards another kind of borderlessness: online students with disabilities
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1600369
The position of Distance Education in a journal network
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1692766
The Distance Education journal at 40: crossroads and horizons
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1681891
Forty years of pushing the boundaries of education
来源期刊：Distance EducationDOI：10.1080/01587919.2019.1693952

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
100.00%21.32%--

相关指数

影响因子
影响因子
年发文量
自引率
Cite Score

预警情况

查看说明
时间 预警情况
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源：中科院《 国际期刊预警名单》

JCR分区

WOS分区等级：Q1区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排 序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。
（2024-2025年最新版）
EDUCATION & EDUCATIONAL RESEARCH
Q1

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2025年3月最新升级版
教育学2区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
否
否
2023年12月升级版
教育学1区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
1区
否
否
2022年12月旧的升级版
教育学2区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
2区
否
否