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The outbreak of the COVID-19 pandemic significantly disrupted higher education by forcing the transition to online learning, which became a mandatory teaching process during the lockdowns. Although the epidemiological situation has gradually improved since then, online learning is becoming ever more popular as it provides new learning opportunities. Therefore, the paper aims to present recent research trends concerning online learning in higher education during the COVID-19 pandemic by using selected bibliometric approaches. The bibliometric analysis is based on 8,303 documents from the Scopus database published between January 2020 and March 2022, when repeated lockdowns meant most countries were experiencing constant disruptions to the educational process. The results show that the COVID-19 pandemic increased interest in online learning research, notably in English-speaking and Asian countries, with most research being published in open-access scientific journals. Moreover, the topics most frequently discussed in the online learning research during the COVID-19 pandemic were ICT and pedagogy, technology-enhanced education, mental health and well-being, student experience and curriculum and professional development. Finally, the COVID-19 pandemic encouraged explorations of emergency remote learning approaches like e-learning, distance learning and virtual learning, which are intended to limit physical contact between teachers and students, where the specific requirements of a given field of study often guide which online learning approach is the most suitable. The findings add to the existing body of scientific knowledge and support the evidence-based policymaking needed to ensure sustainable higher education in the future.
Aristovnik et al. (Thu,) studied this question.