Digital education: Mapping the landscape of virtual teaching in higher education – a bibliometric review

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Fatima Makda
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Abstract

Virtual teaching gained momentum for its ability to drive education continuity in times of disruption. As a result, the implementation of virtual teaching has piqued the attention of the higher education sector to leverage the affordances of this mode of instructional delivery, even in times of non-disruption. This study aims to conduct a review of virtual teaching in the higher education sector to reveal the key research trends of previous publications and areas of focus for future research. A bibliometric analysis is used to identify the key topics, themes, authors, sources, articles, and existing collaborations. To achieve this, papers indexed in the Scopus database between 2012 and 2023 were examined and analysed using VOSviewer. The findings of the study are provided through a quantitative analysis that gives a high-level overview of virtual teaching in the higher education sector and highlights the key performance indicators for the creation of articles and their citation through tables, graphs, and visualisation maps. The research yielded a total of 5,663 publications, of which 2,635 published articles were included in the analysis. The findings reiterate virtual teaching as a move in the direction of sustainable education as its assists in democratising knowledge. The analysis highlights the multifaceted nature of the research topic on virtual teaching, revealing six distinct yet interconnected thematic clusters. This study provides a holistic picture of virtual teaching in the higher education sector by integrating the analysis results with pertinent reviews of literature and makes recommendations for future research.

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数字教育:绘制高等教育虚拟教学地图--文献计量学评论
虚拟教学因其在中断时期推动教育连续性的能力而获得了发展势头。因此,虚拟教学的实施引起了高等教育界的关注,即使在非中断时期,也要充分利用这种教学模式的优势。本研究旨在对高等教育领域的虚拟教学进行回顾,以揭示以往出版物的主要研究趋势和未来研究的重点领域。通过文献计量分析,确定了关键主题、专题、作者、来源、文章和现有合作。为此,使用 VOSviewer 对 Scopus 数据库收录的 2012 年至 2023 年的论文进行了研究和分析。研究结果通过定量分析提供,对高等教育领域的虚拟教学进行了高层次概述,并通过表格、图表和可视化地图强调了文章创作及其引用的关键绩效指标。研究共收集了 5,663 篇出版物,其中 2,635 篇已发表的文章被纳入分析范围。研究结果重申,虚拟教学有助于知识民主化,是可持续教育的一个方向。分析凸显了虚拟教学这一研究课题的多面性,揭示了六个不同但相互关联的专题组。本研究通过将分析结果与相关文献综述相结合,对高等教育领域的虚拟教学进行了全面的描述,并对未来的研究提出了建议。
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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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