Global analysis of the E-learning scientific domain: a declining category?

Tibaná-Herrera, Gerardo; Fernández-Bajón, María Teresa; Anegón, Félix de Moya

doi:10.1007/s11192-017-2592-7

Cited by 21 publications

(17 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Tibaná-Herrera, Fernández-Bajón and Moya-Anegón 6 analysed e-learning output across select countries during 2003--2016 and compared it with the knowledge output in other areas with a view to identify comparative evolution of e-learning research across countries. Tibaná-Herrera, Fernández-Bajón and Moya-Anegón 7 in 2018 described e-learning as an emerging discipline in the world system of scientific publications; it comprises 64 descriptors and 219 journals and congresses. The data was sourced from SCOPUS covering the period 2012-2014.…”

Section: Literature Reviewmentioning

confidence: 99%

A Scientometric Assessment of Global Publications in E Learning Research during 2003 to 18

Gupta

Dhawan²

2020

DESIDOC Jl. Lib. Info. Technol.

View full text Add to dashboard Cite

The paper provides quantitative and qualitative assessment of global publications output in the domain of e-learning research (1809 publications). The data was sourced from Scopus database during 2003-18. The study finds that global e-learning research registered 18.92 per cent annual average growth, averaged 6.90 citations per paper in a 16-year window. The distribution of global research in the subject is highly skewed as 10 out of 94 participating countries account for 62.58 per cent global publications share. A total of 449 authors from 387 organisations contributed to global e-learning research. The top 15 organisations collectively contributed 14.81 per cent global publication share and 24.52 per cent global citation share respectively. The top 15 authors contributed 7.89 per cent global publication share and and 33.45 per cent global citation share respectively during the period. Carnegie Mellon University, USA (49 papers) is the most productive organisations in the world, National Cheng Kung University, Taiwan (23.29 and 3.37) is the most cited organisation. M. Vivou (24 papers) is most prolific author in the world and C.M. Chen (103.0 and 14.93) the most cited author in the subject. Computers and Education and Computers in Human Behavior (20 papers) were the leading journals publishing on this theme.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A Scientometric Assessment of Global Publications in E Learning Research during 2003 to 18

Gupta

Dhawan²

2020

DESIDOC Jl. Lib. Info. Technol.

View full text Add to dashboard Cite

show abstract

“…The analysis of the productions of this area in WOS indicates a rapid increase since 2013 reaching to 749 documents in 2016. Indeed, scientific production in the field of e-learning, as the closest area to MOOCs, has been increasing in recent years too (Mohammadi et al, 2017;Tibana-Herrera et al, 2018). In this study, the MOOCs co-authorship networks were drawn according to different indicators from the beginning to the end of 2016.…”

Section: Discussionmentioning

confidence: 99%

“…The network structures shows a variety of fascinating features of scientific societies (Wang, Wu, Pan, Ma, & Rousseau, 2005) in which the indicators of social network analysis are used. There are various studies that use this method in analyzing co-authorship in different subject areas such as e-Learning in scopus database (Gupta & Chohda, 2018), e-learning scientific domain (Tibana-Herrera, Fernandez-Bajon, & de Moya-Anegon, 2018), collaboration rate of authors in e-Learning (Mohammadi, Asadzandi, & Malgard, 2017), Zoology (Vimala & Reddy, 2017), journals' level (Santos & Santos, 2016), Korea and China co-authorship (Park, Yoon, & Leydesdorff, 2016), Consumer Behavior Scholars (Neil Bendle, 2016, human immunodeficiency viruses (HIV) and Human papillomavirus (HPV) areas (Vanni et al, 2014), Evidence based Medicine (Shen et al, 2011), History andPhilosophy (Osca-Lluch, Velasco, Lopez, &Haba, 2009) and Bioinformatics (Malin & Carley, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Co-Authorship and Subject Areas Network in MOOCS’ Scientific Production in Web of Science

Asadzandi¹,

Mojtahedzadeh²,

Mohammadi³

et al. 2019

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

Massive Open Online Courses (MOOCs) is a new phenomenon in online learning which are held by higher education institutions and universities. MOOCs is larger than normal classes and it is free as well. The present study aims to specify the authors' structure of co-authorship and the required indicators in analyzing co-authorship, co-authorship network of countries, organizations and subject areas in MOOCs. All productions regarding scientific areas of MOOCs were extracted from the Web of Science from the beginning till 2016. There are 2195 extracted documents that were saved as txt and isi formats. Co-authorship drawing networks were prepared by website software CiteSpace version 5.1.R8 SE and Gephi version 0.9.2. MOOCs co-authorship network is regarded as spare that means the number of ties is less than nodes. This indicates that authors in this area have fewer tendencies for scientific relations. European countries play the main role in this area and their co-authorship is considerable. Harvard University has considerable co-authorship in this domain. According to the results of this study, MOOCs' network suffers from the lack of collaboration.

show abstract

“…• Analyzed timespan: 2012-2014. It corresponds to a period in which there is a stable worldwide production in e-learning, since in the previous period it was in constant growth and in the following period there was a significant decrease in production [19].…”

Section: E-learning Casementioning

confidence: 99%

Mapping a Research Field: Analyzing the Research Fronts in an Emerging Discipline

Tibaná-Herrera¹,

Fernández-Bajón²,

Moya-Anegón³

2018

Scientometrics

Self Cite

View full text Add to dashboard Cite

The mapping overlay technique described in the scientific literature to analyze scientific domains must be complemented with procedures to identify and analyze the research fronts included in the cognitive structure of the represented domain. One possibility is the use of wordcloud maps to visually represent the cognitive structure of a discipline in any thematic domain, taking advantage of its capacity for abstraction and impact on the audience to stimulate new research processes. The case described in this chapter proposes an analysis of an emerging scientific discipline by using this combination of techniques (superposition and wordcloud) to explore its possibilities and limitations.

show abstract

Global analysis of the E-learning scientific domain: a declining category?

Cited by 21 publications

References 16 publications

A Scientometric Assessment of Global Publications in E Learning Research during 2003 to 18

A Scientometric Assessment of Global Publications in E Learning Research during 2003 to 18

The Co-Authorship and Subject Areas Network in MOOCS’ Scientific Production in Web of Science

Mapping a Research Field: Analyzing the Research Fronts in an Emerging Discipline

Contact Info

Product

Resources

About