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Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)

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  • Jesús Valverde-Berrocoso

    (Department of Education Sciences, Faculty of Teacher Education, University of Extremadura, Avenida de la Universidad s/n, 10003 Cáceres, Spain)

  • María del Carmen Garrido-Arroyo

    (Department of Education Sciences, Faculty of Teacher Education, University of Extremadura, Avenida de la Universidad s/n, 10003 Cáceres, Spain)

  • Carmen Burgos-Videla

    (Director of Instituto de Investigaciones en Ciencias Sociales y Educación, University of Atacama, Avenida Copayapu #485, Campus Rómulo J. Peña, Copiapó 1530000, Chile)

  • María Belén Morales-Cevallos

    (Faculty of Philosophy, Arts and Education Sciences, Catholic University of Santiago de Guayaquil, Avenida Presidente Carlos Julio Arosemena Tola, Guayaquil 090615, Ecuador)

Abstract

The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.

Suggested Citation

  • Jesús Valverde-Berrocoso & María del Carmen Garrido-Arroyo & Carmen Burgos-Videla & María Belén Morales-Cevallos, 2020. "Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)," Sustainability, MDPI, vol. 12(12), pages 1-23, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:5153-:d:375697
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    References listed on IDEAS

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    11. Yanjun Gao & Su Luan Wong & Mas Nida Md. Khambari & Nooreen bt Noordin & Jingxin Geng, 2022. "Sustaining E-Learning Studies in Higher Education: An Examination of Scientific Productions in Scopus between 2019 and 2021," Sustainability, MDPI, vol. 14(21), pages 1-20, October.
    12. Abdulrahman O. Al-Youbi & Abdulmonem Al-Hayani & Ali Rizwan & Hani Choudhry, 2020. "Implications of COVID-19 on the Labor Market of Saudi Arabia: The Role of Universities for a Sustainable Workforce," Sustainability, MDPI, vol. 12(17), pages 1-13, August.
    13. Bandar N. Alarifi & Steve Song, 2024. "Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-8, December.
    14. Isaac Kofi Mensah & Guohua Zeng & Chuanyong Luo & Mengqiu Lu & Zhi-Wu Xiao, 2022. "Exploring the E-Learning Adoption Intentions of College Students Amidst the COVID-19 Epidemic Outbreak in China," SAGE Open, , vol. 12(2), pages 21582440221, April.
    15. Jarosław Solarz & Małgorzata Gawlik-Kobylińska & Witold Ostant & Paweł Maciejewski, 2022. "Trends in Energy Security Education with a Focus on Renewable and Nonrenewable Sources," Energies, MDPI, vol. 15(4), pages 1-16, February.
    16. José A. Ruipérez-Valiente & Sergio Martin & Justin Reich & Manuel Castro, 2020. "The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs," Sustainability, MDPI, vol. 12(18), pages 1-17, September.
    17. Árpád Tóth & Cecília Szigeti & Alex Suta, 2021. "Carbon Accounting Measurement with Digital Non-Financial Corporate Reporting and a Comparison to European Automotive Companies Statements," Energies, MDPI, vol. 14(18), pages 1-18, September.
    18. Gioconda Riofrío-Calderón & María-Soledad Ramírez-Montoya, 2022. "Mediation and Online Learning: Systematic Literature Mapping (2015–2020)," Sustainability, MDPI, vol. 14(5), pages 1-21, March.
    19. Irfah Najihah Basir Malan & Lyu Yingkun & Halim Shukri Kamaruddin, 2023. "A Systematic Review on the Executive Compensation Gap and Its Multiple Impacts on the Company," Information Management and Business Review, AMH International, vol. 15(4), pages 284-298.
    20. Teodora Odett BREAZ, 2021. "A Theoretical Approach On The Sustainable Development Strategy For Higher Education," Annales Universitatis Apulensis Series Oeconomica, Faculty of Sciences, "1 Decembrie 1918" University, Alba Iulia, vol. 2(23), pages 1-2.
    21. Marcela Paz González-Brignardello & Ángeles Sánchez-Elvira Paniagua, 2023. "Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale," IJERPH, MDPI, vol. 20(4), pages 1-17, February.

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