American Journal of Distance Education

Aims & Scope

The American Journal of Distance Education (AJDE) is internationally recognized as the journal of record of research and scholarship in the field of American distance education.

Established in 1987 with the mission of promoting research and disseminating information about distance education in the Americas, AJDE explores topics about all teaching-learning relationships where the actors are geographically separated, and communication takes place through technologies.

Past volumes (available online) report on education through radio and television, teleconferences and recordings, printed study guides, and multimedia systems.

The principal technology of contemporary distance education is the Internet, and thus most articles now report on online learning.

With distance education having moved from the margins to the mainstream at all levels of education and training, and increasing numbers of individuals and institutions becoming involved, The American Journal of Distance Education provides a unique depository of previous research as well as the most recent research-based knowledge about all aspects of the pedagogy of the field.

Peer reviewed articles provide reports on the latest findings in such areas as: building and sustaining effective delivery systems; course design and application of instructional design theories; facilitating interaction between students and with instructors; factors influencing student achievement and satisfaction; the changing roles of faculty and changes in institutional culture; and administrative and policy issues including cost-effectiveness and copyright.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.3
2024	1.20

Journal Rank

Year	Value
2024	10349

Journal Citation Indicator

Year	Value
2024	230

SJR (SCImago Journal Rank)

Year	Value
2024	0.562

Quartile

Year	Value
2024	Q2

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Computer Science and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Critical thinking, cognitive presence, and computer conferencing in distance education

  Citation: 1567

  Authors: D. Randy, Terry, Walter

• Editorial: Three types of interaction

  Citation: 1502

  Authors: Michael G.

• Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment

  Citation: 1026

  Authors: Charlotte N., Frank J.

• Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough

  Citation: 737

  Authors: D. Randy, Martha

• How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018)

  Citation: 697

  Authors: Vandana, Alexander

• The Relationship of Social Presence and Interaction in Online Classes

  Citation: 646

  Authors: Chih-Hsiung, Marina

• Constructivism and computer‐mediated communication in distance education

  Citation: 480

  Authors: David, Mark, Mauri, John, Brenda Bannan

• Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners

  Citation: 477

  Authors: Daniel C. A., Deborah J., Charlotte N.

• Comparing Student Satisfaction With Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis

  Citation: 310

  Authors: Mike, John, Nancy, Edward

• In support of a functional definition of interaction

  Citation: 272

  Authors: Ellen D.

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