Aceptación del e-learning en la educación superior: un análisis bibliométrico de la producción científica en Scopus (2015-2024)
https://orcid.org/0000-0003-0104-6222
Esta investigación tiene como objetivo realizar un análisis bibliométrico sobre la aceptación del e-learning en la educación superior, basado en los artículos publicados en la base de datos Scopus durante el periodo 2015-2024. Se empleó una metodología cuantitativa sustentada en técnicas bibliométricas para evaluar estadísticamente 422 artículos seleccionados tras un proceso de filtrado bajo el diagrama PRISMA. Para el procesamiento de datos se utilizaron herramientas como VOSviewer, Bibliometrix y R. Se identificó un crecimiento exponencial en la producción científica a partir de 2021, impulsado por la pandemia del COVID-19. Malasia, Arabia Saudita y China son los países líderes en publicaciones sobre el tema. Igualmente, se identifican tres clústeres temáticos: la adopción de tecnologías mediante modelos teóricos como TAM y UTAUT; el impacto de la pandemia en la educación virtual y el aprendizaje remoto; y factores psicológicos y actitudes de los estudiantes, como la satisfacción y la utilidad percibida. La investigación muestra que este campo está en una fase de consolidación y expansión, donde temas emergentes como el uso de ChatGPT y el modelo UTAUT2 están ganando relevancia en el contexto universitario. Se evidencia que la transformación digital de la educación superior ha sido un proceso acelerado que requiere un análisis continuo de los factores que aseguran su éxito y sostenibilidad.
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