Editorial: From Theory to Practice

Welcome to the third issue of Open Learning for 2023. The informal theme for this issue is the transition from theory to practice, and the role that theory plays in distance learning. Significantly, this issue has a very international feel to it. Contributors are from Ghana, Nigeria, South Africa, South Korea, the UK and the USA. The first paper by Ukwoma and Ngulube (2021) from the University of South Africa and University of Nigeria, respectively, identifies trends and patterns of theory use in open and distance learning research by examining research articles published in open and distance journals between 2009 and 2018, including Open Learning. The authors analysed more than 1300 journal articles, applying a content analysis methodology, to discover that 385 theories were used in 366 articles. The theories are from the disciplines of education, social sciences and information systems, with some of the most cited theories being transactional distance theory, social constructivism, activity theory and community of practice theory. It is interesting to note that the relationship between transactional distance theory and activity theory has also been explored within an earlier Open Learning article by Kang and Gyorke (2008). The article within this issue is worth studying since it provides useful guidance to researchers about the role of theory in the generation of knowledge, highlighting that theory is ‘one of the pillars of research’ and helps to ‘explain how things work and why’. The discussion about the differences between models, concepts and theories is thought provoking. In some respects, this first paper sets the scene for those that follow. The second paper, by Black (2020), Bissessar and Boolaky, from the University of Liverpool, UK, and the University of Lincoln, UK, shares a critical literature review of the use of the PsyCap (psychological capital) model in relation to university students’ learning. Psychological Capital is a model normally used to understand persistence in the workplace; here, the authors bring to the forefront the model’s relevance in the context of the changing landscape of online learning. The review, conducted in 2019, provides a history of online education and pedagogy, as well as the role of the PsyCap model and its application in higher education. The value and originality of this article comes from what it brings together. A broad number of theories are referenced which can, of course, be useful with facilitating further research. Moving from the theoretical to the practical, Lange’s article (2021), focused on students studying at the Open Cyber University in South Korea, explores how personalised e-learning experiences within massive online learning classes can reduce the impact of cognitive load. Lange applies a quantitative survey method and analyses responses from over 2000 students. This survey facilitates the exploration of e-learning personalisation (ELP) from different perspectives and its correlation with different types of cognitive load: germane, intrinsic and extraneous. What is notable about this paper is how theory is used as a lens to analyse the results. It OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND E-LEARNING 2023, VOL. 38, NO. 3, 191–193 https://doi.org/10.1080/02680513.2023.2216711