Abstract
Online education showed significant growth in recent years; however, challenges persisted regarding the evaluation of pedagogical effectiveness in virtual environments. This study was a quantitative, non-experimental, and longitudinal investigation based on a bibliometric analysis using data indexed in Scopus. A total of 176 documents published between 2001 and 2023 were identified, whose metadata were processed using Bibliometrix and VOSviewer. The results showed a sustained increase in publications, with a greater contribution from developed countries, led by the United States in terms of number of articles, citations, and authors. In Latin America, limited production was observed. It was concluded that there is a growing diversity of approaches to evaluate online educational strategies; however, empirical evidence on their effectiveness in different contexts remains insufficient. The study provided an overview of the field and highlighted the need for context-based applied research in the region.
References
S. Dhawan, “Online learning: A panacea in the time of COVID-19 crisis,” Journal of Educational Technology Systems, vol. 49, no. 1, pp. 5–22, 2020. doi: 10.1177/0047239520934018.
C. Meijs, J. Neroni, H. J. M. Gijselaers, R. Leontjevas, P. A. Kirschner y R. H. M. de Groot, “Motivated strategies for learning questionnaire part B revisited: New subscales for an adult distance education setting,” The Internet and Higher Education, vol. 40, pp. 1–11, 2019. doi: 10.1016/j.iheduc.2018.09.003.
J. E. Seaman, I. E. Allen y J. Seaman, Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group, 2018. Disponible en: https://www.onlinelearningsurvey.com/reports/gradeincrease.pdf
P. Vilela, J. Sánchez y C. Chau, “Desafíos de la educación superior en el Perú durante la pandemia por la COVID-19,” Desde el Sur, vol. 13, no. 2, p. e0016, 2021. doi: 10.21142/des-1302-2021-0016.
W. Bizarro, W. Sucari y A. Quispe-Coaquira, “Evaluación formativa en el marco del enfoque por competencias,” Revista Innova Educación, vol. 1, no. 3, pp. 374–390, 2019. doi: 10.35622/j.rie.2019.03.r001.
L. García Aretio, “Hacia una definición de educación a distancia,” Boletín Informativo de la Asociación Iberoamericana de Educación Superior a Distancia, vol. 4, no. 18, pp. 1–4, 1987.
D. M. Cardona-Román y J. M. Sánchez-Torres, “La educación a distancia y el e-learning en la sociedad de la información: una revisión conceptual,” Revista UIS Ingenierías, vol. 10, no. 1, pp. 29–52, 2011.
L. S. Salirrosas Navarro, J. A. Tuesta Panduro y A. M. Guerra Chacón, “La estrategia ‘Aprendo en casa’ y los retos en la educación virtual peruana,” EduSol, vol. 21, no. 76, pp. 202–214, 2021.
A. Bravo, R. Castañeda y H. Huaranga, “La educación remota de emergencia en tiempos de COVID-19 mediante la estrategia ‘Aprendo en Casa’ en una institución educativa pública peruana,” Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, no. 32, pp. 93–102, 2022.
A. Sun y X. Chen, “Educación en línea y su práctica efectiva: una revisión de la investigación,” Revista de Educación en Tecnología de la Información: Investigación, vol. 15, pp. 157–190, 2016. doi: 10.28945/3502.
R. L. Quezada, C. Talbot y K. B. Quezada-Parker, “From bricks and mortar to remote teaching: A teacher education program’s response to COVID-19,” Journal of Education for Teaching, vol. 46, no. 4, pp. 472–483, 2020. doi: 10.1080/02607476.2020.1801330.
S. Mahmood, “Instructional strategies for online teaching in COVID-19 pandemic,” Human Behavior and Emerging Technologies, vol. 3, no. 1, pp. 199–203, 2021. doi: 10.1002/hbe2.218.
This work is licensed under a Creative Commons Attribution 4.0 International License.