Research trends in blended learning in chemistry: A bibliometric analysis of scopus indexed publications (2012–2022).
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| Title: | Research trends in blended learning in chemistry: A bibliometric analysis of scopus indexed publications (2012–2022). |
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| Authors: | Irwanto, Irwanto1 irwanto@unj.ac.id, Setyo Rini, Tetik Dian1 |
| Source: | Journal of Turkish Science Education (TUSED). Sep2024, Vol. 21 Issue 3, p566-578. 13p. |
| Subject Terms: | *Blended learning, *Bibliometrics, *Chemistry education, *Online education, Databases |
| Abstract: | Applying bibliometric techniques to blended learning research is still relatively uncommon. This study employs bibliometric analysis, employing data from the Scopus database and VOSviewer to show papers published between 2012 and 2022. The study’s sample is made up of publications on blended learning in science that have been indexed by Scopus and were published between 2012–2022, amounting to 194 articles. Through Scopus filters, 85 irrelevant works, including editorials, comments, and book reviews, were excluded. Subsequently, 109 articles relevant to the research objectives were extracted. Citation patterns, publication trends, frequently cited articles, and author keyword analysis were examined, shedding light on the growth of research in blended learning chemistry. As a result, research in blended learning chemistry has grown steadily from year to year in publications in journals with a Scopus index. Analysis and online learning are two terms rarely used concerning blended learning in chemical education. The most often used terms were “e-learning,” “online learning,” “collaborative learning,” and “reverse classroom.” Most blended learning research is carried out in the United States and the United Kingdom. For all of the papers examined, bibliometric analysis was utilised to determine goals and key areas of chemical content. The findings contribute to a deeper understanding of the evolution and current state of blended learning in chemistry education, providing insights for future research directions and educational practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180122137 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Research trends in blended learning in chemistry: A bibliometric analysis of scopus indexed publications (2012–2022). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Irwanto%2C+Irwanto%22">Irwanto, Irwanto</searchLink><relatesTo>1</relatesTo><i> irwanto@unj.ac.id</i><br /><searchLink fieldCode="AR" term="%22Setyo+Rini%2C+Tetik+Dian%22">Setyo Rini, Tetik Dian</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Turkish+Science+Education+%28TUSED%29%22">Journal of Turkish Science Education (TUSED)</searchLink>. Sep2024, Vol. 21 Issue 3, p566-578. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Databases%22">Databases</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Applying bibliometric techniques to blended learning research is still relatively uncommon. This study employs bibliometric analysis, employing data from the Scopus database and VOSviewer to show papers published between 2012 and 2022. The study’s sample is made up of publications on blended learning in science that have been indexed by Scopus and were published between 2012–2022, amounting to 194 articles. Through Scopus filters, 85 irrelevant works, including editorials, comments, and book reviews, were excluded. Subsequently, 109 articles relevant to the research objectives were extracted. Citation patterns, publication trends, frequently cited articles, and author keyword analysis were examined, shedding light on the growth of research in blended learning chemistry. As a result, research in blended learning chemistry has grown steadily from year to year in publications in journals with a Scopus index. Analysis and online learning are two terms rarely used concerning blended learning in chemical education. The most often used terms were “e-learning,” “online learning,” “collaborative learning,” and “reverse classroom.” Most blended learning research is carried out in the United States and the United Kingdom. For all of the papers examined, bibliometric analysis was utilised to determine goals and key areas of chemical content. The findings contribute to a deeper understanding of the evolution and current state of blended learning in chemistry education, providing insights for future research directions and educational practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.36681/tused.2024.030 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 566 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Bibliometrics Type: general – SubjectFull: Chemistry education Type: general – SubjectFull: Online education Type: general – SubjectFull: Databases Type: general Titles: – TitleFull: Research trends in blended learning in chemistry: A bibliometric analysis of scopus indexed publications (2012–2022). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Irwanto, Irwanto – PersonEntity: Name: NameFull: Setyo Rini, Tetik Dian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 13046020 Numbering: – Type: volume Value: 21 – Type: issue Value: 3 Titles: – TitleFull: Journal of Turkish Science Education (TUSED) Type: main |
| ResultId | 1 |
