Using of ICT and LKT in higher education: A bibliometric analysis

Abstract

INTRODUCTION. This paper analyzes the scientific production on information and communication technologies (ICT) and learning and knowledge technologies (LKT) usage to improve pedagogical innovation and/or teaching/learning processes in long-distance and/or virtual higher education. METHOD. Systematic information search in seven academic databases and the data were analyzed around 11 bibliometric indicators. RESULTS AND DISCUSSION: Conclusion: the term LKT is still incipient in academic databases’ publications, and our findings show that most production deals with ICT. Similarly, the following trends in topics on ICT use in distance or virtual higher education are identified: E-learning, B-learning, the use of MOOCs to mediate education, the use of social networks for educational purposes, the strengthening of digital skills of students and teachers, promoting pedagogical innovation through technology, evaluation through technologies, use of mobile devices such as tablets or cellphones when using ICTs in higher education, collaborative learning, and the use of virtual learning environments. We also identified that the authors prefer research articles to present their research results. Also, Spain is among the countries with the highest number of publications, while Latin American countries, such as Colombia and Argentina, display growth in their number of publications on the subject; the English language predominates in the publications analyzed. Those universities offering long-distance education publish the most on this topic, and the authors with the most significant production are classified as medium producers according to Lotka’s Law.