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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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    14. Xiuwen Zhai & Abu Bakar Razali, 2023. "Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses," SAGE Open, , vol. 13(1), pages 21582440221, January.
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    17. 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.
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    20. Mohammed Arshad Khan & Vivek & Mohammed Kamalun Nabi & Maysoon Khojah & Muhammad Tahir, 2020. "Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study," Sustainability, MDPI, vol. 13(1), pages 1-14, December.
    21. Antonio Pérez-Manzano & Javier Almela-Baeza & Adrián Bonache-Ibáñez, 2025. "Transmedia Content and Gamification in Educational Programmes for University Students with Disabilities: Digital Competences for Labour Market Integration as a Driver of Sustainable Development," Sustainability, MDPI, vol. 17(17), pages 1-21, September.
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