Digital learning in Sciences education: A literature review

This study looked at 8760 Web of scientific research publications about digital learning in scientific education. The researchers discovered seven clusters with 59 affiliations, 36 keywords, and 135 authors from 28 countries using bibliometric and text analysis approaches. The study provides useful...

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Podrobná bibliografia
Vydané v:Cogent education Ročník 10; číslo 2
Hlavní autori: Momani, Manal Abdul Karim Al, Alharahasheh, Kawther Aboud, Alqudah, Mohammad
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Cogent 11.12.2023
Taylor & Francis Ltd
Taylor & Francis Group
Predmet:
Barriers
bibliometric analysis
Bibliometrics
biblioshiny
College Faculty
College Science
Communication Strategies
Cooperative Learning
Departments
Developed Nations
digital learning
Distance learning
Educational Facilities Improvement
Educational Trends
Electronic Learning
Futures (of Society)
Influence of Technology
Interpersonal Relationship
Learner Engagement
Learning Experience
Literature reviews
Online instruction
Researchers
Science education
Science Instruction
sciences education
Scientific Research
Student Motivation
Teaching Methods
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ISSN:2331-186X, 2331-186X
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Popis
Shrnutí:This study looked at 8760 Web of scientific research publications about digital learning in scientific education. The researchers discovered seven clusters with 59 affiliations, 36 keywords, and 135 authors from 28 countries using bibliometric and text analysis approaches. The study provides useful insights into the present status of digital learning literature, providing recommendations to scholars and educators in this sector. The research highlighted the use of technology to improve scientific teaching by evaluating the data. The findings have consequences for academics, educators, and policymakers, allowing them to better understand current research and propose prospective topics for future study in digital learning in scientific education.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2023.2277007