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An approach to research on distance learning

Distance education literature contains little discussion of paradigms suitable to researching learning at a distance. This is a pity, since the existence of clearly defined paradigms can offer considerable benefits to researchers in the field. In this article, the author discusses the meaning of the term ‘paradigm’ and advances the value of having clearly defined paradigms, as well as outlining a hybrid paradigm for research on student learning. This builds on a socio-anthropological paradigm used in research on student learning at the tertiary level and incorporates the mediating process paradigm for teaching effectiveness research. Although the paradigm could be used to study learning in a variety of contexts, here the author explores its application in distance learning research, and, in particular, in the investigation of how distance students learn from textual material.