Since the 1950s and expansion of social science research, distance education has been studied in comparison to face-to-face or classroom instruction. Although researchers continue to conduct comparative studies, their usefulness in revealing more information has diminished over the years; invariably, they have returned a finding of "no significant difference" between various forms of instruction. In recent years, researchers have moved beyond experimental comparative studies and have introduced new methods, such as discourse analysis, and in-depth interview of learners.
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