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COMPREHENSIVE DESCRIPTION AND VISUALIZATION OF THE DYNAMICS OF DIGITAL EDUCATION IMPROVEMENT
Abstract
The COVID-19 pandemic has caused large-scale institutional and behavioral "shock effects" in many fields of human activity, including education. All over the world more than 1.5 billion of students at schools and universities have been unable to attend classes from time to time [1]. Various countries and communities have been forced to look for quick decisions on digital learning platforms [2]. This gave a remarkable boost to online learning. At a time of crisis educational organizations should carefully think over their choice in relation to online learning and educational technologies. This choice has the potential to cause new forms of student inequality and other unpredictable effects in future [3,4]. To assess the changing scientific interests of digital education around the world, semantic networks were compiled. The VOSviewer software was used to construct semantic networks based on the occurrence of keywords of scientific sources. To analyse the networks, the samples were drawn separately for 2015 and for 2020 to consider the dynamics over the past 5 years. The data from articles of the scientific database - Web of Science were used for networks construction. The analysis of the obtained semantic networks allows to make conclusions about the researches of thematic areas, as well as to identify interdisciplinary areas. The identified key terms and the connections between them correspond to the main tasks faced by the modern system of distance education. Based on the results of drawing semantic networks in 2015 and 2020, an active increase in clusters by keywords: "virtual reality", "machine learning", "information systems", "massive open online courses", "Internet", "large amount of data" was indicated, which shows a significant strengthening of interests in the field of distance education. Analysing the data obtained, we can conclude that the COVID-19 pandemic has made significant modifications to the education process.
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References4
UNESCO. COVID-19 educational disruption and response. 2020. UNESCO. URL: https://en.unesco.org/covid19/educationresponse.
Jandri?, P., Deschooling. In M. Peters (Ed.), Encyclopedia of teacher education. Singapore: Springer. 2020. DOI: 10.1007/978-981-13-1179-6_115-1.
Harwell, D. Mass school closures in the wake of the coronavirus are driving a new wave of student surveillance. Washington Post, 1 April. 2020. URL: https://www.washingtonpost.com/technology/2020/04/01/online-proctoring-college-exams-coronavirus/.
Selwyn. N. After COVID-19: The longer-term impacts of the coronavirus crisis on education. Melbourne: Monash University. 2020. URL: https://educationfutures.monash.edu/all%2D%2D-present/after-covid-19.
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