A Bibliometric Studies: Digital Learning and Teacher Teaching Quality

Abstract

This paper presents a comprehensive bibliometric analysis aimed at exploring the intersection between digital learning and teacher teaching quality. In recent years, the landscape of education has been significantly influenced by advancements in digital technology, leading to the widespread adoption of digital learning platforms. An overview of the importance of digital learning and high-quality teacher instruction in modern education is given in the introduction section. The problem statement outlines the main obstacles and gaps in the research on digital learning and the calibre of teaching methods. By elucidating these issues, the study aims to address pertinent questions concerning effective pedagogical strategies in the digital era and ways to enhance teachers’ effectiveness. Methodologically, this study employs bibliometric analysis techniques and VOSviewer version 1.16.20 to examine a corpus of scholarly publications retrieved from reputable databases. The focus is on identifying relevant literature, analysing citation patterns, and mapping out thematic trends and research trajectories. Through systematic data extraction and analysis, this approach enables the synthesis of existing knowledge and the identification of prominent themes and research clusters. The results of the bibliometric analysis reveal significant insights into the scholarly landscape of digital learning and teacher teaching quality. Findings include the identification of seminal works, influential authors, key research themes, and emerging trends. In conclusion, this study offers valuable insights into the current state of research on digital learning and teacher teaching quality. By synthesizing existing knowledge and identifying research gaps, it provides a foundation for future research endeavours aimed at advancing our understanding of effective educational practices in the digital age.