Open and Distance Learning (ODL) in Higher Education: Bibliometric Analysis within the Psychology Field in the Scopus Database

Abstract

This study demonstrates a bibliometric analysis of scientific publications investigating Open and Distance Learning (ODL) in higher education in the psychology field. The authors retrieved 85 articles from the Scopus database by utilising Bibliometrix. The objectives of this study are to present an overview of the evolution of this topic. The findings indicate that research on ODL in higher education began in 2007 and has shown an upward trend starting in 2019, with a total of 85 articles published in Scopus. China ranked first among the most prolific countries, with a total of 19 publications, meanwhile, the largest number of citations was recorded in the USA. However, it is worth noting that South Africa exhibited the highest number of citations among the emerging countries. Moreover, Frontiers in Psychology was found to be the most prominent journal, and the work authored by Bates and Khasawneh in 2007 had the most number of citations. The comprehensive overview of ODL in higher education research spanning over a decade indicates that more funding is required to effectively disseminate ODL in higher education findings, particularly in the least developed countries. In acknowledging this need, this study recognises the importance of Sustainable Development Goal 4 by advocating for the reduction of disparities and inequities in education, including both accessibility and quality. This study demonstrates scientific evidence that serves as a framework for showing global trends in ODL in higher education research. Thus, the findings are beneficial in assisting scholars and policymakers in the development and improvement of ODL in higher education particularly within the psychology field.