Academia's Responses to Crisis: A Bibliometric Analysis of Literature on Online Learning in Higher Education during COVID-19

Autor/inn/en	Zhang, Ling; Carter, Richard Allen; Qian, Xueqin; Yang, Sohyun; Rujimora, James; Wen, Shuman
Titel	Academia's Responses to Crisis: A Bibliometric Analysis of Literature on Online Learning in Higher Education during COVID-19
Quelle	In: British Journal of Educational Technology, 53 (2022) 3, S.620-646 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13191
Schlagwörter	Bibliometrics; Citation Analysis; Electronic Learning; Higher Education; COVID-19; Pandemics; Educational Innovation; Educational Research; Educational Technology; Curriculum Design; Student Attitudes; Psychological Patterns; Medical Education; Chemistry; Inquiry; Active Learning; Discovery Learning; Experiential Learning; Cooperative Learning + Suchen Sie Ihr Suchwort? Bibliometrie; Citation; Citations; Zitatenanalyse; Zitat; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Unterrichtsmedien; Lehrplangestaltung; Schülerverhalten; Medizinische Ausbildung; Chemie; Aktives Lernen; Entdeckendes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Kooperatives Lernen
Abstract	This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01