COVID-19 and Disruption in Management and Education Academics: Bibliometric Mapping and Analysis

Rodrigues, Margarida; Franco, Mário; Hounsell, Marcelo da Silva

doi:10.3390/su12187362

Cited by 41 publications

(55 citation statements)

References 132 publications

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“…Findings obtained within the study, Aristovnik et al, (2020), Chen, Huang, et al (2020), Fan et al (2020) With the findings obtained in the studies carried out by Kaya and Erbay (2020), the pandemic shows similarities in terms of identifying keywords. Nevertheless Rodrigues et al (2020) similar to the majority of the findings obtained in the study.…”

Section: 33%supporting

confidence: 91%

Trend of distance education research in the covid-19 period: A bibliometric and content analysis

Yavuz

Kayalı

Tutal

2021

Journal of Educational Technology and Online Learning

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The study aims to reveal the studies' profile for distance education activities in the Covid-19 period. For this purpose, bibliometric analysis and content analysis were used together in the study. Within the scope of the study, 220 studies were selected in the Web of Science database to access the articles. Within the scope of bibliometric analysis, the most used keywords, the most cited journals, the most publishing journals, the most publishing countries and the most cited authors were analyzed with the VOSViewer program. In content analysis, methodological trends (method, sample size, data collection tool, data analysis type) used in the studies were examined. As a result of the research, the most publications were made in the last quarter of 2020, 16% of the studies were single-author and the quantitative research method was the most preferred (40%), the sample was mostly university students (n=78). It was observed that it was clustered between 0-100 intervals, the most frequently used questionnaire (n=105) as the data collection tool, and the descriptive-quantitative analysis method (40%) was used as the data analysis method. Also, the most publications are made in America and China, the most used keywords are "covid-19", "online education" and "distance education", the most cited authors are Chen, Cong, Peng and Yang, and finally It has been observed that the highly cited journal has Sustainability.

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Section: 33%supporting

confidence: 91%

Trend of distance education research in the covid-19 period: A bibliometric and content analysis

Yavuz

Kayalı

Tutal

2021

Journal of Educational Technology and Online Learning

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“…The studies chosen for the analysis were found to be of various typologies, the most relevant of which was qualitative. The analysis revealed that research on the disruption in education and scientific production caused by the pandemic is rather scarce, which might be the result of the lack of empirical data (Rodrigues et al, 2020).…”

Section: Related Workmentioning

confidence: 99%

Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review

2021

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With the advent of COVID-19 arose the need for social distancing measures, including the imposition of far-reaching lockdowns in many countries. The lockdown has wreaked havoc on many aspects of daily life, but education has been particularly hard hit by this unprecedented situation. The closure of educational institutions brought along many changes, including the transition to more technology-based education. This is a systematic literature review that seeks to explore the transition, in the context of the pandemic, from traditional education that involves face-to-face interaction in physical classrooms to online distance education. It examines the ways in which this transition has impacted academia and students and looks at the potential long-term consequences it may have caused. It also presents some of the suggestions made by the studies included in the paper, which may help alleviate the negative impact of lockdown on education and promote a smoother transition to online learning. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-021-10507-1.

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“…The pandemic emerged quickly leaving academics feeling stressed, unsure, and unprepared for what was ahead (Rodrigues et al, 2020). There were instances where staff were directed by the university to take an approach which was contradicted shortly thereafter.…”

Section: Communication Is Key In Emergent Situationsmentioning

confidence: 99%

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

et al. 2021

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The COVID-19 pandemic and related lock downs have accelerated the need for online and remote teaching within university settings. However, due to the abrupt nature of the pandemic, many academic staff were not prepared for this forced transition. This study aimed to understand how the pandemic affected academics at a New Zealand university, with regards to their transition to emergency remote teaching. Specifically, it explores the challenges as well as benefits academics experienced during this transition. Recommendations for future online learning are also made. Academic staff (N = 67) at a New Zealand University completed an anonymous online survey. Quantitative data were analyzed statistically using descriptive and inferential statistics, while qualitative data were analyzed thematically. Major challenges experienced included miscommunication from the university, concerns about student access to technology, finding a quiet space to work, lack of digital competence skills, too much screen-time, managing work hours, and work/life balance. Benefits included enhanced flexibility, enhanced teacher creativity, increasing autonomy of learners, and reduced commute time. Looking forward, academic staff desired future teaching to include blended learning and virtual immersion. New strategies of working remotely are being explored to facilitate teaching and learning while catering to the preferences and skills of both educators and students. Our findings honor the considerable agility of academic staff who sought to sustain and enhance excellence in remote education. At an institutional level our findings point to the need for staff to be supported by their institutions as they further refine their work within new-found spaces.

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COVID-19 and Disruption in Management and Education Academics: Bibliometric Mapping and Analysis

Cited by 41 publications

References 132 publications

Trend of distance education research in the covid-19 period: A bibliometric and content analysis

Trend of distance education research in the covid-19 period: A bibliometric and content analysis

Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

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