Abstract
The purposes of this research were to investigate research trends of e-learning in developmental education outside of Japan and to organize their grounded and applied learning theories and models. Available 16 research articles selected by ERIC were meta-analyzed in two categories removing one opinion paper; journals and descriptive reports. The results for the journals showed that a half of the journal articles focused on retention rate in developmental education and only three employed an experimental-type research. As the grounded and applied learning theories, social constructivism and theories related to learner-centered approach had been commonly used for both categories.
