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Title:
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EVALUATION OF DISTANCE EDUCATION:
BIBLIOMETRIC ANALYSIS FROM 2019 TO 2024 |
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Author(s):
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Michele Pignatari de Mello |
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ISBN:
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978-989-8704-63-4 |
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Editors:
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Adriana Backx Noronha Viana and Pedro Isaías |
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Year:
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2024 |
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Edition:
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Single |
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Keywords:
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Bibliometric, Evaluation, Distance Education, Online Learning, E-learning, COVID-19 |
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Type:
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Regulars |
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First Page:
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49 |
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Last Page:
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54 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This study presents a bibliometric analysis of research on evaluation of distance education, published between 2019 and
2024. For this analysis, data were collected from the Web of Science and Scopus databases, resulting in the extraction of
812 documents (reviews and articles) related to the subject. The research aims to understand the evolution of discussions
and academic production in Brazil and globally, considering the period from before the COVID-19 pandemic to the present.
The article highlights the absence of a clear definition of quality in distance education and suggests a lack of discussion on
pedagogical methodologies as gaps in the literature. The methodology of this study involves the use of RStudio tool to run
R command lines that call the Bibliometrix library, as well as the execution of the Biblioshiny interface to analyze and
extract bibliometric outcomes. The results indicate a high level of academic production in countries such as China, Spain,
the USA, Brazil and Turkey and a concentration of publications among 20% of the countries. There are evidences of an
international collaboration network, with Brazil frequently being a central point of these connections. The analysis indicates
that the COVID-19 pandemic boosted academic production in this subject, as evidenced by the high volume of publications
during the pandemic period. To contribute to the next steps in research in this area, the study recommends addressing data
hygiene issues to enable the identification of the institutions that publish and collaborate most. In additional to that, an
analysis of the most cited works is recommended to understand how pedagogical methodologies are approached |
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