Una mirada a los desafíos en la transición a la educación a distancia: un análisis bibliométrico
DOI:
https://doi.org/10.55420/2693.9193.v13.n1.75Palabras clave:
transition, distance learning, covid19, challengesResumen
El propósito de este artículo fue determinar el cuerpo de literatura existente sobre la transición a la educación a distancia durante el COVID19. Para esto, se realizó un análisis bibliométrico utilizando la herramienta RStudio. Para esto, se analizaron 1,726 artículos que cumplieron con criterios de inclusión. Se utilizó la base de datos Scopus ya que cuenta con un alto número de revistas a nivel mundial y de diversas disciplinas. Cómo resultado, se pudo determinar la evolución de la producción académica, hasta la temática. Con ello, proponer materias específicas para las futuras investigaciones.
Métricas
Citas
Aria, M. y Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https:// doi.org/10.1016/j.joi.2017.08.007
Afshan, G., & Ahmed, A. (2020). Distance learning is here to stay: Shall we reorganize ourselves for the post-covid-19 world? Anaesthesia, Pain & Intensive Care, 24(5), 487–489. https://doi-org.caiuipr.idm.oclc.org/10.35975/apic.v24i5.1353
Adjabeng, S. (2017). The status and challenges of online distance education programs in post-secondary institutions in Ghana (Order No. 10753800). Available from ProQuest Dissertations & Theses Global. (2009361504). https://www.proquest.com/dissertations-theses/status-challenges-online-distance-education/docview/2009361504/se-2?accountid=44058
Bates, A.W. (2005). Technologym E-Learning and Distance Education (2nd ed.). Routledge.
Broadus, R. N. (1987). Toward a definition of “Bibliometrics”. Scientometrics, 12, 373–379. https://doi.org/10.1007/BF02016680
De Lima, M. (2020). Ensino remoto: aproximações teóricas sobre formação e prática docente Remote. Revista Internacional de Apoyo a La Inclusión, Logopedia, Sociedad y Multiculturalidad., 6(3), 62–73. https:// dx.doi.org/10.17561/riai.v6.n3.5
Dubin, R., & Traveggia, T. C. (1968). The teaching-learning paradox: A comparative analysis of college teaching methods. Eugene, OR: Center for the Advanced Study of Educational Administration. ERIC Document ED 026 966.
Fernández, U., Gewerc, A., y Llamas, M. (2020). El profesorado universitario de galicia y la enseñanza remota de emergencia: condiciones y contradicciones The university teachers of galicia and remote emergency teaching: conditions and contradictions. Campus Virtuales, 9(24), 9–24. www.revistacampusvirtuales.es
Hodges, C., Moore, S., Lockee, B., Trust, T y Bond, A. (2020) La diferencia entre la enseñanza remota de emergencia y el aprendizaje en línea. En A. Cabrales et al (Editores) Enseñanza de emergencia a distancia: textos para la discusión. The Learning Factor.
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713. https://doi.org/10.1016/j. chb.2021.106713
Leigh, J. (2016). An embodied perspective on judgements of written reflective practice for professional development in Higher Education. Reflective Practice, 17(1), 72-85. https://doi.org/10.1080/14623943.2015.1123688
Karlo Pagán, J. (2020). Disminuye la matrícula universitaria en el País en medio de la pandemia de COVID19. Primera Hora. Webpage https://www.primerahora.com/
Machado, N. S. (2018). Fazendo o semipresencial e sonhado com o ensino híbrido na graduação, a voz dos estudantes: uma análise comparativa de modelos pedagógicos nos cenários público e privado. Dissertação de Mestrado Profissional. UNINTER, Curitiba, Brasil.
Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge. http://dx.doi.org/10.5944/openpraxis.8.3.333
Merigó, J. M., Pedrycz, W., Weber, R., & de la Sotta, C. (2018). Fifty years of Information Sciences: A bibliometric overview.Information Sciences, 432, 245–268. https://doi.org/10.1016/j.ins.2017.11.054
Metzler, M., Esmat, T. A., Langdon, J., Edwards, O. V., Carruth, L., Crowther, K., Shrikhande, M., Bhattacharya, S., Strong-Green, A., Gurvitch, R., Kluge, S., Smitherman, M., & M’Lyn Spinks. (2022). The Impact of Transitioning to Emergency Remote Instruction on Perceptions of Preparation, Institutional Support and Teaching Effectiveness. College Teaching, 70(3), 368-379. https://doi.org/10.1080/87567555.2021.1954870
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L., y Group, P.-P. (2016). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica, 20(2), 148–160. https://doi.org/10.1186/2046-4053-4-1
Moore, M. G. (2019). Handbook of distance education (4th Edition). New York: Routledge Taylor and Francis Group.
Moore, M. G., & Kearsley, G. (2012). Distance education: A system view of online learning (3rd ed.). Belmont, CA Wadsworth.
National Center of Education Statistics (2020, diciembre 2020). Distance Education in IPEDS. Webpage. https://nces.ed.gov/ipeds/use-the-data/distance-education-in-ipeds
National Council for State Authorization Reciprocity Agreements (2020, diciembre 4). NC-SARA Previews New Distance Education Enrollment Data from Fall 2020. Webpage. https://nc-sara.org/news-events/nc-sara-previews-new-distance-education-enrollment-data-fall-2020
Peters, O. (1993). Understanding distance education. In K. Harry, M. John, and D. Keegan (Eds.). Distance education: New perspectives. (10-18). Routledge.
Pritchard, A. (1969). Statistical bibliography or bibliometrics?Journal of Documentation, 25, 348–349.
Seabra, F., Aires, L., y Teixeira, A. (2020). Transição para o ensino remoto de emergência no ensino superior em Portugal – um estudo exploratório. Dialogia, 36, 316–334. https://doi.org/10.5585/ dialogia.n36.18545
Shneider, F. (2015). Otimização do espaço escolar por meio do modelo de ensino híbrido. In:, Bacich, L.; Tanzi Neto, A. y Trevisani, F. M. (org.), Ensino híbrido: personalização e tecnologia na educação (pp. 67-81). Porto Alegre: Penso.
Shannahan, J., & Fredericks, V. (2022). Transitioning into and improving online History teaching. Journal of Classics Teaching, 23(46), 138-146. https://doi.org/10.1017/S2058631022000046
Salakhova, V. B., Bazhdanova, Y. V., Dugarova, T. T., Morozova, N. S., & Simonova, M. M. (2020). The Crisis of Education in Conditions of the Covid-19 Pandemic: The Model of Blended Learning. Systematic Reviews in Pharmacy, 11(12), 1411–1416.
Santos Couto, P. L., Santos Couto, M. L., & Alves Vilela, A. B. (2021). El proceso de evaluación en la educación superior durante la enseñanza remota: desafíos y perspectivas en el contexto de la pandemia COVID-19. Revista Cubana de Educacion Superior, 40, 1–15.
Sayram, G. A. (2020). Facing the challenges of distance learning: Voices from the classroom. RELAY Journal.
Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education: A new discussion. Webpage: http://www.c3l.uni-oldenburg.de/cde/found/simons99.htm
SÎRGHEA, A., & BREZULEANU, C.-O. (2021). A View of Online Teaching and Learning during the Pandemic. Agronomy Series of Scientific Research / Lucr?ri ?tiin?ifice Seria Agronomie, 64(2), 181–186.
Toquero, C. (2020). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, 15, 162–176. https://doi.org/10.46661/ ijeri.5113
UNICEF DATA (2020, diciembre 4). Education and COVID-19. Webpage. https://data.unicef.org/topic/education/covid-19/
Wedemeyer, C. A. (1971). Independent study. In I.C. Deighton (Ed.D.) The encyclopedia of education, Vol 4 (pp. 548-557). New York: Free Press.
World Economic Forum (2020, diciembre 4). The COVID-19 pandemic has changed education for ever. This is how. Webpage. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Yousof, S. M., Alsawat, R. E., Almajed, J. A., Alkhamesi, A. A., Alsuhaimi, R. M., Alssed, S. A., & Salem, I. M. W. (2021). The possible negative effects of prolonged technology-based online learning during the COVID-19 pandemic on body functions and wellbeing: a review article. Journal of Medical Science, 90(3), 158–167. https://doi-org.caiuipr.idm.oclc.org/10.20883/medical.e522
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Lisbel Correa Suárez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Open Access Policy Statement
HETS Online Journal has adopted an open access policy and provides immediate access to its content free of charge to the reader. The journal does not pass on the cost of publication or submission of manuscripts, known as an Article Processing Charge (APC), to authors.
HOJ is licensed under CC-BY-NC-SA.
