Quality Assurance in Distance Higher Education: A Bibliometric Study of Scopus-Indexed Publications between 1993 and 2024
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| Title: | Quality Assurance in Distance Higher Education: A Bibliometric Study of Scopus-Indexed Publications between 1993 and 2024 |
|---|---|
| Language: | English |
| Authors: | Huu-Bich Nguyen (ORCID |
| Source: | Electronic Journal of e-Learning. 2025 23(1):34-52. |
| Availability: | Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Quality Assurance, Educational Quality, Higher Education, Bibliometrics, Publications, Open Education, Open Educational Resources, Discourse Analysis, Networks, Foreign Countries, International Cooperation, Technology Integration, Evaluation Methods, Trend Analysis, Authors, Educational Research, Open Universities |
| Geographic Terms: | United States, South Africa, United Kingdom, Australia, India, Canada, Turkey, Japan, Indonesia, Brazil |
| ISSN: | 1479-4403 |
| Abstract: | This bibliometric study investigates the evolution and trends in quality assurance in distance higher education (QADHE) through a comprehensive analysis of Scopus-indexed publications spanning from 1993 to 2024. The research aims to address several critical aspects, including publication trends, international collaboration networks, influential authors, primary sources, emerging themes, and keywords within the field of QADHE. Utilizing PRISMA methods, a total of 193 relevant documents were identified, reflecting a growing interest in QADHE over the past three decades. The findings reveal distinct phases in the publication trend, indicating an increasing focus on quality assurance practices in distance higher education. Notably, the significant contributions come from Anglophone countries, underscoring the influence of English-speaking nations in shaping the discourse surrounding QADHE. Furthermore, the collaboration networks highlight a global interest in QADHE, with notable contributions from countries in Asia. This collaborative effort illustrates the importance of cross-border partnerships in advancing research and practices related to quality assurance in distance education. The analysis of influential authors and institutions underscores the diverse geographical distribution of research contributions, featuring prominent figures from both developed and developing nations. This diversity enriches the body of knowledge in QADHE and fosters a more inclusive understanding of quality assurance challenges and solutions across different contexts. The study also identifies key themes within QADHE, such as the integration of technology, methodologies for quality assurance (QA), implementation strategies, and regional perspectives. These themes reflect the dynamic nature of the field and the evolving landscape of distance education, which has been significantly impacted by technological advancements and changing educational paradigms. Additionally, an analysis of co-occurrence keywords indicates a growing emphasis on "open" principles and the utilization of Open Education Resources (OER) to enhance distance higher education (DHE). This shift towards openness suggests a transformative approach to education that prioritizes accessibility and collaboration. Overall, this study provides valuable insights into the evolution and current state of QADHE, highlighting areas for future research and the importance of continuous quality assurance efforts. The findings not only contribute to the existing literature but also serve as a foundation for understanding the implications of quality assurance practices in distance education. As the field continues to evolve, ongoing research is essential to address emerging challenges and to promote effective quality assurance frameworks that can adapt to the needs of diverse educational contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462483 |
| Database: | ERIC |
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