Didactic trends in Teaching-Learning processes: a bibliometric perspective
DOI:
https://doi.org/10.47058/joa6.7Keywords:
bibliometrics, trends, teaching, learning, ScopusAbstract
The didactic trends in teaching-learning processes have had a significant impact worldwide due to technological changes and the evolution of teaching-learning processes and techniques. New teaching methods have become a hot topic, attracting the attention of the scientific community. The aim of this research is to show the evolution of scientific production regarding didactic trends in the teaching-learning processes indexed in Scopus, which is one of the largest databases of citations, summaries, and other metrics of different types of documents developed by researchers. For this research, quantitative bibliometrics was used as a research method to describe the most relevant terms regarding keywords, country of origin, scientific journals, and bibliographic coupling. Of the 844 documents downloaded, it was found that in the last 10 years, 63.39% of the total production were developed, with the United States being the country with the most documents (21.09%), showing that the article with the highest number of productions was Lecture Notes in Computer Science, with 14 publications. In addition, the words with the highest co-occurrence were Teaching and Education, and the authors that produced the most were Hung and Zhang.
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