Academic Journal
Q1Distance Education
About Distance Education
Distance Education is a scholarly journal published by Routledge. SCImago 2025 lists it in Q1, with an SJR of 0.83 and H-index of 79.
Coverage: 1980-2026. Research categories: Education (Q1); E-learning (Q2).
Verified field sources
- Journal Impact Factor: 2.2 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Online and Blended Learning; Innovative Teaching and Learning Methods; Online Learning and Analytics; Human auditory perception and evaluation; Open Education and E-Learning; Higher Education Practises and Engagement.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Cognitive load in e-learning: how different environments shape learning efficiency
Fatema Rahimi, Abolghasem Sadeghi-Niaraki, Soo-Mi Choi
2026-08-19 · DOI: 10.1080/01587919.2026.2697165Making meaning for the field of distance education
Sarah Prestridge, Shuai Wang, Dianne Forbes, Yang Wang et al.
2026-07-03 · DOI: 10.1080/01587919.2026.2732495Unveiling the configurational paths to rural teachers’ online learning engagement: a study based on the fuzzy-set qualitative comparative analysis
Fengjuan Chen, Lin Mei, Fuhong Ge, Qingtang Liu et al.
2026-06-18 · DOI: 10.1080/01587919.2026.2679533Using learning analytics to reveal the characteristics of teacher and students’ question-and-answer behaviors in urban–rural blended synchronous classrooms
Cuixin Li, Yifan Zhu, Lingna Xu, Yan Li et al.
2026-06-18 · DOI: 10.1080/01587919.2026.2679536The moderating role of academic satisfaction in the interaction between engagement, study satisfaction, and co-creation in university students
José Ventura-León, Jonatan Baños-Chaparro, Cristopher Lino-Cruz, Shirley Tocto-Muñoz et al.
2026-06-03 · DOI: 10.1080/01587919.2026.2676943Examining the relationships among community of inquiry, academic procrastination, and achievement for nontraditional online students
Yongho Won, Sanghoon Park, Sukjin Kwon, Heoncheol Yun et al.
2026-06-03 · DOI: 10.1080/01587919.2026.2676954Factors influencing students’ satisfaction with the digital transformation of German higher education institutions: a grounded theory and fsQCA approach
Yinong Chen, Huiping Wu
2026-07-03 · DOI: 10.1080/01587919.2026.2676942Supporting online learning in teacher education: student-identified strategies and social constructivist implications
Seyum Getenet, Katie Burke, Melissa Fanshawe, Alice Brown et al.
2026-07-03 · DOI: 10.1080/01587919.2026.2669288Extending the community of inquiry framework: teaching presence, deeper learning and learning effectiveness in online education
Dan-Dan Shen, Chiung Sui Chang
2026-07-03 · DOI: 10.1080/01587919.2026.2668324Beyond access alone: distance education in an AI and open knowledge era
Shuai Wang, Sarah Prestridge, Dianne Forbes, Yang Wang et al.
2026-04-03 · DOI: 10.1080/01587919.2026.2681755A transpositional grammar-informed investigation of meanings in MOOC video lectures
Christopher Hughes
2026-07-03 · DOI: 10.1080/01587919.2026.2638742Investigating the use and acceptance of mobile learning in vocational education based on the TAM model
Xuefei Lin, Qi Tan, Bin Xiong
2026-07-03 · DOI: 10.1080/01587919.2026.2618802Sustaining the unsustainable? A historical and typological analysis of OER repository longevity
Anni Siren, Liam Bekirsky
2026-04-03 · DOI: 10.1080/01587919.2026.2618801Network-based sentiment analysis: a novel framework for exploring learners’ emotions in MOOCs
Zhu Su, Zhongyu Shao, Yafeng Li, Haiyu Wang et al.
2026-07-03 · DOI: 10.1080/01587919.2026.2619592The danger of building walls around scientific knowledge: implications for higher education teaching and learning in the era of open science
Awu Isaac Oben, Xu Hui, Liu Quanguo, Marinette Bahtilla et al.
2026-04-03 · DOI: 10.1080/01587919.2025.2601536A comprehensive model for evaluating the quality of online teacher feedback: development, validation, and educational implications
Chi Zhou, Yanqiu Liu, Fenghua Shao, Jie Gao et al.
2026-04-03 · DOI: 10.1080/01587919.2025.2604070Empowering teacher training with AI: factors shaping the development and use of open educational resources
Berkan Celik, Ferhan Şahin
2026-01-02 · DOI: 10.1080/01587919.2025.2609578Cultivation and empowerment: new visions for quality distance education
Yang Wang, Sarah Prestridge, Dianne Forbes
2026-01-02 · DOI: 10.1080/01587919.2026.2639291Course interactivity, college generation status, and learning experiences in online asynchronous courses
Chia-Lin Tsai, Carlene Brown, Samantha Estrada, Heng-Yu Ku et al.
2026-04-03 · DOI: 10.1080/01587919.2025.2591634Exploring students’ cognitive engagement in generative AI-enhanced online collaborative learning: does prior knowledge matters?
Jirong Tian, Wanqing Hu, Ruiyu Li, Yanyan Li et al.
2026-04-03 · DOI: 10.1080/01587919.2025.2578773Reviews
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October 4, 2026 at 9:03 pm
October 2, 2026