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Chen X, Xie H, Li Z, Cheng G, Leng M, Wang FL. Information fusion and artificial intelligence for smart healthcare: a bibliometric study. Inf Process Manag 2023. [DOI: 10.1016/j.ipm.2022.103113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Brika SKM, Chergui K, Algamdi A, Musa AA, Zouaghi R. E-Learning Research Trends in Higher Education in Light of COVID-19: A Bibliometric Analysis. Front Psychol 2022; 12:762819. [PMID: 35308075 PMCID: PMC8929398 DOI: 10.3389/fpsyg.2021.762819] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Accepted: 12/31/2021] [Indexed: 12/05/2022] Open
Abstract
This paper provides a broad bibliometric overview of the important conceptual advances that have been published during COVID-19 within "e-learning in higher education." E-learning as a concept has been widely used in the academic and professional communities and has been approved as an educational approach during COVID-19. This article starts with a literature review of e-learning. Diverse subjects have appeared on the topic of e-learning, which is indicative of the dynamic and multidisciplinary nature of the field. These include analyses of the most influential authors, of models and networks for bibliometric analysis, and progress towards the current research within the most critical areas. A bibliometric review analyzes data of 602 studies published (2020-2021) in the Web of Science (WoS) database to fully understand this field. The data were examined using VOSviewer, CiteSpace, and KnowledgeMatrix Plus to extract networks and bibliometric indicators about keywords, authors, organizations, and countries. The study concluded with several results within higher education. Many converging words or sub-fields of e-learning in higher education included distance learning, distance learning, interactive learning, online learning, virtual learning, computer-based learning, digital learning, and blended learning (hybrid learning). This research is mainly focused on pedagogical techniques, particularly e-learning and collaborative learning, but these are not the only trends developing in this area. The sub-fields of artificial intelligence, machine learning, and deep learning constitute new research directions for e-learning in light of COVID-19 and are suggestive of new approaches for further analysis.
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Affiliation(s)
| | | | | | | | - Rabia Zouaghi
- Binghamton University, Binghamton, NY, United States
- University of Rochester, Rochester, NY, United States
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Yeung AWK, Parvanov ED, Hribersek M, Eibensteiner F, Klager E, Kletecka-Pulker M, Rössler B, Schebesta K, Willschke H, Atanasov AG, Schaden E. Digital Teaching in Medical Education: Scientific Literature Landscape Review. JMIR MEDICAL EDUCATION 2022; 8:e32747. [PMID: 35138260 PMCID: PMC8867298 DOI: 10.2196/32747] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 09/19/2021] [Accepted: 12/20/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Digital teaching in medical education has grown in popularity in the recent years. However, to the best of our knowledge, no bibliometric report to date has been published that analyzes this important literature set to reveal prevailing topics and trends and their impacts reflected in citation counts. OBJECTIVE We used a bibliometric approach to unveil and evaluate the scientific literature on digital teaching research in medical education, demonstrating recurring research topics, productive authors, research organizations, countries, and journals. We further aimed to discuss some of the topics and findings reported by specific highly cited works. METHODS The Web of Science electronic database was searched to identify relevant papers on digital teaching research in medical education. Basic bibliographic data were obtained by the "Analyze" and "Create Citation Report" functions of the database. Complete bibliographic data were exported to VOSviewer for further analyses. Visualization maps were generated to display the recurring author keywords and terms mentioned in the titles and abstracts of the publications. RESULTS The analysis was based on data from 3978 papers that were identified. The literature received worldwide contributions with the most productive countries being the United States and United Kingdom. Reviews were significantly more cited, but the citations between open access vs non-open access papers did not significantly differ. Some themes were cited more often, reflected by terms such as virtual reality, innovation, trial, effectiveness, and anatomy. Different aspects in medical education were experimented for digital teaching, such as gross anatomy education, histology, complementary medicine, medicinal chemistry, and basic life support. Some studies have shown that digital teaching could increase learning satisfaction, knowledge gain, and even cost-effectiveness. More studies were conducted on trainees than on undergraduate students. CONCLUSIONS Digital teaching in medical education is expected to flourish in the future, especially during this era of COVID-19 pandemic.
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Affiliation(s)
- Andy Wai Kan Yeung
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Oral and Maxillofacial Radiology, Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Emil D Parvanov
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Translational Stem Cell Biology, Medical University of Varna, Varna, Bulgaria
| | - Mojca Hribersek
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Fabian Eibensteiner
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Division of Pediatric Nephrology and Gastroenterology, Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Elisabeth Klager
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Maria Kletecka-Pulker
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Institute for Ethics and Law in Medicine, University of Vienna, Vienna, Austria
| | - Bernhard Rössler
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
- Academic Simulation Center Vienna, Vienna, Austria
| | - Karl Schebesta
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
- Academic Simulation Center Vienna, Vienna, Austria
| | - Harald Willschke
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
| | - Atanas G Atanasov
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Institute of Genetics and Animal Biotechnology of the Polish Academy of Sciences, Jastrzebiec, Poland
| | - Eva Schaden
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
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Alerasoul SA, Afeltra G, Hakala H, Minelli E, Strozzi F. Organisational learning, learning organisation, and learning orientation: An integrative review and framework. HUMAN RESOURCE MANAGEMENT REVIEW 2021. [DOI: 10.1016/j.hrmr.2021.100854] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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