A Bibliometric Analysis of Online Education Research in India (2014–2024): Trends, Patterns, and Future Directions
Sara
Alrefaee
1
Emailyasser.alrefaee@gmail.com
Dr.
Mahlaqa
Khan
1
Emailkhan.mahalqa@gmail.com
Assistant Professor
in
Afzal
1
English
1
Yasser
M.
H.
Ahmed
Alrefaee
2
1
A
Dr. Rafiq Zakaria College for Woman
Navkhanda Jubilee Park
Chhatrapati Sambhajinagar
2
English Department, Faculty of Education and Science
Albaydha University
Rada’a
Yemen
3
A
A
A
2014-2024
Sara Alrefaee
PhD Research Scholar, Dr. Rafiq Zakaria College for Woman, Navkhanda Jubilee Park, Chhatrapati Sambhajinagar
Dr. Khan Mahlaqa Afzal
Assistant Professor in English, Dr. Rafiq Zakaria College for Woman, Navkhanda Jubilee Park, Chhatrapati Sambhajinagar
khan.mahalqa@gmail.com
Yasser M. H. Ahmed Alrefaee
English Department, Faculty of Education and Science, Rada’a, Albaydha University, Yemen
Email: yasser.alrefaee@gmail.com
Abstract
This study presents a comprehensive bibliometric analysis of online education research in India from 2014 to 2024, examining 1,396 Scopus-indexed publications to map the field's intellectual structure and evolution. Using advanced bibliometric techniques and visualization tools, we analyze publication patterns, institutional contributions, thematic developments, and international collaboration networks. The findings reveal significant growth in research output (11.94% annual growth rate) with a distinctive surge during 2020–2022, demonstrating both crisis response to the COVID-19 pandemic and sustained transformation in research priorities. Medical institutions emerge as unexpected research leaders, with the All India Institute of Medical Sciences contributing the highest number of publications (45). The analysis identifies three major research clusters: core educational technology (25% coverage), stakeholder focus (13%), and emerging technologies (6%). International collaboration patterns show moderate global engagement (15.69% co-authorship rate), with strong ties to Western institutions but limited South-South cooperation. Thematic analysis reveals evolution from basic implementation studies to sophisticated investigations of artificial intelligence and student-centered approaches. Citation analysis demonstrates high impact of pandemic-related research, with papers from 2020–2021 achieving exceptional citation rates. The study also identifies significant research gaps, particularly in rural and resource-constrained educational contexts. These findings provide valuable insights for researchers, policymakers, and practitioners while highlighting opportunities for future research directions in Indian online education.
Keywords:
online education
e-learning
bibliometric analysis
India
educational technology
research trends
COVID-19
digital transformation
A
1. Introduction
The landscape of education in India has undergone a dramatic transformation over the past decade, particularly in response to technological advancements and unprecedented global events. Online education, once considered complementary to traditional classroom learning, has emerged as a crucial component of India's educational framework, fundamentally reshaping how knowledge is delivered and acquired (Dhawan, 2020). The period from 2014 to 2024 has been especially significant, marked by rapid digitalization, increased internet penetration, and the transformative impact of the COVID-19 pandemic on educational delivery methods (Mishra et al., 2020).
As India positions itself as a major player in the global digital education space, with initiatives like Digital India and the National Education Policy 2020 (Government of India, 2020), understanding the evolution and current state of online education research becomes increasingly vital. This understanding is crucial not only for policymakers and educators but also for researchers working to enhance the effectiveness of online learning systems in the Indian context (Singh & Thurman, 2019). The COVID-19 pandemic has accelerated this transformation, compelling institutions to swiftly adopt digital teaching methodologies and spurring unprecedented research interest in online education (Gupta & Pandey, 2019).
India's experience with this transition has been particularly noteworthy, given its size, technological infrastructure challenges, and the government's ambitious digital education initiatives (Gavinolla et al., 2021). While several studies have examined specific aspects of online education in India, such as e-learning adoption patterns (Pathak & Singh, 2024) and institutional responses to digital transformation (Masalimova et al., 2024), a comprehensive bibliometric analysis of the field's evolution remains unexplored. This gap is particularly significant given India's unique educational challenges, diverse demographic composition, and ambitious goals for digital education transformation.
This study presents a systematic bibliometric analysis of online education research in India from 2014 to 2024, examining 1,396 publications to map the intellectual structure of the field and identify emerging research directions. Using data from the Scopus database, we analyze publication patterns, institutional contributions, thematic evolution, and international collaboration networks. The findings will help researchers, policymakers, and educators understand the current state of online education research in India and guide future research priorities.
The study addresses the following research questions:
1.
What are the major trends, patterns, and future directions in online education research in India from 2014 to 2024?
2.
What is the temporal evolution of research productivity and impact in Indian online education research?
3.
How do different institutions contribute to online education research in India, and how has their productivity changed over time?
4.
What are the dominant thematic clusters and how have research focuses evolved during this period?
5.
What patterns exist in international research collaboration for online education research in India?
6.
How has the COVID-19 pandemic influenced research themes and productivity in Indian online education research?
7.
Which journal, papers and authors have had the most significant impact on the field based on citation metrics?
By employing advanced bibliometric techniques and visualization tools (van Eck & Waltman, 2017), this study provides a comprehensive overview of the intellectual structure of online education research in India. The findings will serve as a valuable resource for researchers, policymakers, and practitioners, offering insights into research trends, identifying potential collaboration opportunities, and guiding future research directions in this rapidly evolving field.
Through this analysis, we aim to contribute to the broader discourse on digital transformation in education while providing specific insights into the unique challenges and opportunities present in the Indian context. The study's findings will be particularly valuable for understanding how educational research adapts to major societal changes while maintaining scientific rigor and practical relevance.
1.1. Related studies
Recent bibliometric studies have extensively analyzed the landscape of online education research, particularly focusing on trends and patterns in different contexts. In India, a comprehensive scientometric study by Gupta and Pandey (2019) examined 8,181 publications on e-learning from 2009–2018, providing valuable insights into research productivity, citation patterns, and institutional contributions in the pre-COVID era. The emergence of COVID-19 significantly influenced online education research, as evidenced by Pathak and Singh (2024), who conducted a bibliometric analysis of post-COVID e-learning trends in the Asian context. Their study revealed that while India ranks among the most cited countries globally, it maintains relatively weaker collaboration networks compared to countries like China and the USA.
The broader perspective of online learning in BRICS countries was explored by Masalimova et al. (2024), analyzing 971 Scopus-indexed publications. Their findings highlighted significant research collaborations between Indian and South African researchers, though the overall international collaboration remained limited. A focused study on India's digital learning progress by Gavinolla et al. (2021) identified key research themes including e-learning, distance education, digital literacy, and MOOCs, while also addressing infrastructure challenges and government initiatives in the Indian context.
The global perspective on e-learning during the pandemic period was examined by Dehnad and Abdekhoda (2023), who analyzed 491 Web of Science publications. Their study positioned India as the second-highest contributing country in e-learning research, emphasizing the nation's significant role in advancing online education scholarship. The research landscape has also seen specific attention to educational technology applications, as demonstrated by Aaradhi and Chakraborty (2024), who conducted a bibliometric analysis of EdTech applications in the Indian education sector, covering twenty years of research evolution and highlighting the increased focus on online learning following the 2020 education policy.
These studies collectively provide a foundation for understanding the evolution of online education research in India. However, there remains a need for a comprehensive analysis that specifically examines the transformative period from 2014 to 2024, encompassing both pre and post-COVID developments, while focusing on emerging trends and future directions in the Indian context.
2. Methodology
This study employs a comprehensive bibliometric analysis to examine research trends in online education in India. Our methodological approach utilizes quantitative bibliometric techniques to analyze publication patterns, research impact, and scholarly collaboration within this field.
2.1. Database Selection (Scopus)
We selected the Scopus database for this analysis due to its comprehensive coverage of educational research and proven reliability in bibliometric studies (Mongeon & Paul-Hus, 2016). Scopus was chosen based on three key considerations:
1.
Comprehensive Coverage: Scopus provides extensive coverage of education research, particularly in emerging areas like online learning and digital education (Martín-Martín et al., 2018).
2.
Quality Assurance: The database employs rigorous content selection and evaluation processes, ensuring the inclusion of high-quality, peer-reviewed publications (Baas et al., 2020).
3.
Bibliometric Data Accessibility: Scopus offers detailed bibliometric information including abstracts, references, citation counts, and author affiliations, essential for comprehensive analysis (Pranckutė, 2021).
2.2. Search Strategy and Keywords
The search strategy was systematically developed to ensure comprehensive coverage of online education research in India. We employed the following search string:
("online learning" OR "online education" OR "e-learning" OR "digital learning" OR "virtual learning" OR "distance learning" OR "distance education" OR "remote learning" OR "remote education" OR "web-based learning" OR "web-based education" OR "internet learning" OR "mobile learning" OR "technology enhanced learning" OR "blended learning" OR "hybrid learning" OR "ICT in education" OR "information communication technology in education" OR "electronic learning" OR "digital transformation in education") AND (India*)
This comprehensive search string was designed to capture:
Various forms of online and digital education
Different terminologies used for distance and remote learning
Technology-enhanced learning approaches
Specific geographical focus on India
2.3. Inclusion and Exclusion Criteria
For our document selection process, we established comprehensive inclusion and exclusion criteria to ensure a focused and relevant dataset. The inclusion criteria encompassed publications from 2014 to 2024, specifically targeting four main document types: articles, conference papers, book chapters, and reviews. From our selection, we identified 1,152 articles, 625 conference papers, 248 book chapters, and 44 reviews, totaling 2,069 documents. All selected documents were required to be in English to maintain consistency in analysis.
Our exclusion criteria eliminated several document types that did not meet our research objectives. We excluded 118 documents, comprising 54 conference reviews, 17 books, 15 notes, 14 letters, 9 editorials, 6 errata, 2 retracted papers, and 1 short survey. Additionally, we excluded editorial materials, publications without available abstracts, documents in languages other than English, and duplicate entries.
The systematic filtering process began with an initial search yielding 2,696 documents. After applying the time period filter (2014–2024), this number was reduced to 2,187 documents. Further filtering by document type resulted in 2,069 documents. We then refined our selection using specific keywords related to learning modes (e-learning, online learning, distance learning, blended learning), educational technology (computer-aided instruction, ICT, digital learning), platforms (MOOCs, virtual learning environment, SWAYAM), and teaching methods (online teaching, online education). This keyword refinement process yielded 1,402 documents. After applying the language filter for English-only documents, we had 1,400 documents. Finally, after removing duplicates, our final dataset consisted of 1,396 documents.
Figure 1: PRISMA Flow Diagram for Study Selection
This systematic refinement ensured a focused dataset specifically related to online education in India while maintaining research quality and relevance.
2.4. Bibliometric Analysis Techniques
Our analysis employs multiple bibliometric approaches:
1.
Publication Analysis:
Annual scientific production
Document type distribution
Source (journal) analysis
2.
Impact Analysis:
Citation analysis
Source impact metrics
H-index analysis
3.
Collaboration Analysis:
Co-authorship networks
Institutional collaboration patterns
International research partnerships
4.
Content Analysis:
Keyword co-occurrence analysis
Thematic evolution mapping
Research topic clustering
We utilized specialized bibliometric software tools including VOSviewer for network visualization and R Bibliometrix package for statistical analysis, following established protocols in bibliometric research (van Eck & Waltman, 2017).
The analysis combines quantitative bibliometric indicators with qualitative assessment of research themes to provide a comprehensive understanding of the field's development. This mixed-method approach allows us to identify not only publication patterns and research impact but also emerging trends and thematic evolution in online education research in India.
3. Results
3.1. Overview of Publication Trends
The bibliometric analysis of online education research in India reveals significant trends in scholarly production and collaboration patterns over the past decade. As shown in Table 1 below, the field demonstrates substantial growth and diversity in research output, spanning from 2014 to 2024, with publications distributed across 817 different sources, indicating a broad and varied academic discourse platform. The corpus comprises 1,396 documents, showing a robust annual growth rate of 11.94%, which suggests increasing scholarly interest and expansion of the field. This growth reflects the mounting importance of online education research in India's academic landscape. The average document age of 4.21 years indicates a relatively young and rapidly evolving field, with recent contributions significantly shaping current understanding.
|
Category
|
Metric
|
Value
|
|---|---|---|
|
Timeframe and Sources
|
||
|
Timespan
|
Years
|
2014–2024
|
|
Sources
|
Number of Journals, Books, etc.
|
817
|
|
Total Documents
|
Count
|
1,396
|
|
Annual Growth Rate
|
Percentage
|
11.94%
|
|
Document Characteristics
|
||
|
Document Average Age
|
Years
|
4.21
|
|
Average Citations per Document
|
Count
|
9.709
|
|
Total References
|
Count
|
42,607
|
|
Content Analysis
|
||
|
Keywords Plus (ID)
|
Count
|
5,721
|
|
Author's Keywords (DE)
|
Count
|
3,840
|
|
Authorship Patterns
|
||
|
Total Authors
|
Count
|
4,012
|
|
Single-authored Documents
|
Count
|
131
|
|
Authors of Single-authored Documents
|
Count
|
127
|
|
Co-Authors per Document
|
Average
|
3.58
|
|
International Co-authorships
|
Percentage
|
15.69%
|
|
Document Types
|
||
|
Articles
|
Count
|
739
|
|
Conference Papers
|
Count
|
546
|
|
Book Chapters
|
Count
|
83
|
|
Reviews
|
Count
|
28
|
Publication impact metrics show promising engagement within the academic community. Documents in this field receive an average of 9.709 citations, suggesting significant scholarly influence and knowledge transfer. The extensive reference base of 42,607 citations demonstrates thorough grounding in existing literature and robust scholarly dialogue within the field. The document type analysis reveals a strong preference for peer-reviewed articles (739 documents, 52.9%) and conference papers (546 documents, 39.1%), with smaller but significant contributions from book Chaps. (83 documents, 5.9%) and reviews (28 documents, 2.1%). This distribution suggests a field that values both traditional scholarly communication and rapid knowledge dissemination through conferences.
The authorship analysis reveals interesting patterns in research collaboration. The field encompasses 4,012 authors, with 127 contributing single-authored documents, indicating a strong preference for collaborative research. The average of 3.58 co-authors per document demonstrates substantial collaborative efforts in research projects, reflecting the interdisciplinary nature of online education research. The international co-authorship rate of 15.69% suggests moderate levels of global research partnerships, indicating both growing international connections and opportunities for expanded cross-border collaboration.
The keyword analysis provides insight into the conceptual landscape of online education research in India. The presence of 5,721 Keywords Plus (ID) and 3,840 author-defined keywords (DE) indicates rich topical diversity and multiple research directions within the field. This extensive keyword pool suggests that researchers are exploring varied aspects of online education, contributing to the field's theoretical and practical development.
This comprehensive bibliometric profile depicts online education research in India as a dynamic and evolving field characterized by steady growth, strong collaborative patterns, and significant scholarly impact. The data suggests opportunities for increased international collaboration and continued expansion of research themes, while maintaining the strong foundation of existing scholarly discourse. The predominance of multi-authored works and the diverse range of publication types indicate a mature field that embraces various forms of scholarly communication and collaborative research approaches.
3.2. Annual Scientific Production
Figure 2 illustrates the annual scientific production in online education research in India from 2014 to 2024, revealing distinct phases of growth and development:
Fig. 2
Annual Scientific Production in Online Education Research in India (2014–2024)
The temporal analysis reveals five distinct phases in research production:
1.
Initial Stability Phase (2014–2016): The period shows relatively stable output with approximately 40–50 publications annually, representing the field's early established phase in India.
2.
Early Growth Phase (2016–2018): A slight increase in publications is observed, with annual output maintaining steady levels around 50 publications, indicating gradual field development.
3.
Acceleration Phase (2018–2020): A marked increase begins, with publication numbers rising from approximately 50 to 100 publications annually, showing growing research interest.
4.
Rapid Expansion Phase (2020–2022): The most dramatic growth period, characterized by a steep increase from about 100 to over 250 publications annually. This surge coincides with the global shift toward online education during the COVID-19 pandemic, reflecting increased attention to digital learning solutions.
5.
Recent Adjustment Phase (2022–2024): The data shows a slight decline from the peak, stabilizing at around 200 publications annually, suggesting a normalization of research output post-pandemic while maintaining significantly higher levels than the pre-2020 period.
This trajectory demonstrates the field's evolution from a niche research area to a mainstream topic in Indian educational research. The dramatic increase post-2020 particularly highlights how external factors can catalyze research interest and output in educational technology. The recent stabilization at elevated levels suggests that online education has established itself as a permanent and significant research focus in Indian academia, rather than merely representing a temporary response to global circumstances.
The overall growth pattern aligns with the 11.94% annual growth rate identified earlier, though the year-to-year changes show considerable variation. The sharp increase in publications during 2020–2022 represents not just quantitative growth but also reflects the research community's rapid response to emerging educational needs and challenges.
3.3. Institutional Contributions
3.3.1. Most Productive Institutions
The analysis of institutional contributions to online education research in India reveals significant patterns in research productivity and specialization across different types of institutions. Figure 3 presents the distribution of research output among the most productive institutions in the field.
Fig. 3
Most Productive Institutions in Online Education Research in India (2014–2024)
The All India Institute of Medical Sciences (AIIMS) emerges as the leading institution with 45 publications, significantly ahead of other institutions. This leadership position is particularly noteworthy as it demonstrates the strong emphasis on online education research within medical education, likely driven by the increasing adoption of digital learning platforms in healthcare education.
A second tier of institutions is formed by Chitkara University and Symbiosis International (Deemed University), each contributing 33 publications, followed closely by the University of Delhi with 31 publications. This cluster represents a mix of specialized private universities and established public institutions, indicating diverse institutional engagement in online education research.
The data reveals interesting patterns in institutional characteristics:
1.
Medical Education Focus:
AIIMS (45 publications)
Christian Medical College (24 publications)
College of Nursing (20 publications) Together accounting for 89 publications, indicating strong research interest in medical and healthcare online education.
2.
Traditional Universities:
University of Delhi (31 publications)
Banaras Hindu University (23 publications) Demonstrating the engagement of established public institutions in digital transformation.
3.
Technical Institutions:
Indian Institute of Technology (19 publications) Representing the technological perspective in online education research.
4.
Private Universities:
Chitkara University (33 publications)
Symbiosis International (33 publications) Showing significant contribution from the private sector in advancing online education research.
The institutional landscape reveals a balanced mix of:
Public vs. Private institutions
Specialized vs. Comprehensive universities
Medical vs. Non-medical institutions
Traditional vs. Technology-focused institutions
This diversity in institutional participation suggests a rich research ecosystem where different types of institutions contribute unique perspectives to online education research. The strong presence of medical and healthcare institutions (accounting for approximately 25% of the top institutions' publications) indicates particular emphasis on online medical education, possibly driven by the specialized needs of medical training and professional development in the digital age.
The data also shows a notable presence of 'Not Reported' affiliations (17 publications), suggesting some gaps in institutional attribution that might affect the complete understanding of institutional contributions to the field.
3.3.2. Institutional Production Over Time
Figure 4 illustrates the temporal evolution of research productivity among the top five institutions in Indian online education research from 2014 to 2024, revealing distinct patterns of growth and development.
Fig. 4
Temporal Evolution of Institutional Research Production (2014–2024)
The temporal analysis reveals several distinctive patterns in institutional research productivity:
1.
All India Institute of Medical Sciences (AIIMS):
Shows the most dramatic growth trajectory, particularly post-2019
Demonstrates consistent upward trend, reaching approximately 45 publications by 2024
Exhibits the steepest growth curve during 2020–2021, likely responding to pandemic-driven educational needs
Maintains leadership position throughout the latter part of the period
2.
Chitkara University:
Displays minimal activity until 2019, followed by sharp growth
Shows rapid acceleration during 2020–2021, reaching around 27 publications
Maintains steady output levels post-2021
Demonstrates consistent performance in recent years
3.
Symbiosis International (Deemed University):
Exhibits a late but strong entry into the field
Shows steady growth from 2020 onwards
Demonstrates the most consistent growth pattern among private institutions
Reaches approximately 33 publications by 2024
4.
University of Delhi:
Maintains low but steady output during 2015–2019
Shows significant acceleration post-2019
Demonstrates steady growth through the latter period
Achieves substantial increase in recent years
5.
Christian Medical College:
Shows early activity from 2015–2016
Maintains steady but modest output until 2019
Experiences growth acceleration post-2020
Stabilizes at higher output levels in recent years
The temporal analysis reveals three distinct phases in institutional research development:
1.
Pre-2019 Phase:
Limited research activity across most institutions
Steady but low output levels
Few institutions actively publishing in the field
2.
Transition Phase (2019–2020):
Marked increase in research activity
Entry of new institutional players
Beginning of sustained growth patterns
3.
Expansion Phase (2020–2024):
Rapid growth across all institutions
Diversification of research output
Establishment of clear institutional leadership patterns
This evolution in institutional research productivity coincides with significant external events, particularly the global shift to online education during the COVID-19 pandemic. The data suggests that while the pandemic may have catalyzed increased research output, institutions have maintained elevated levels of productivity, indicating a sustained transformation in research focus rather than a temporary response to circumstances.
3.4. Citation and Impact Analysis
3.4.1. Most Cited Documents in Online Education Research
The citation analysis reveals several significant patterns in research impact and influence. As shown in Table 2 below, Mishra's 2020 publication in the International Journal of Educational Research Open emerges as the most influential work with 1,160 citations and the highest citation rate of 193.3 citations per year. This exceptional impact, particularly for a relatively recent publication, demonstrates the timely relevance of research addressing online education challenges during the global transition to digital learning.
|
Author and Year
|
Journal
|
DOI
|
Total Citations
|
Citations per Year
|
Normalized TC
|
|---|---|---|---|---|---|
|
Mishra et al. (2020)
|
Int J Educational Res Open
|
10.1016/j.ijedro.2020.100012
|
1,160
|
193.33
|
36.99
|
|
Muthuprasad et al. (2021)
|
Soc Sci Humanit Open
|
10.1016/j.ssaho.2020.100101
|
551
|
110.20
|
29.41
|
|
Kapasia et al.
(2020)
|
Child Youth Serv Rev
|
10.1016/j.childyouth.2020.105194
|
483
|
80.50
|
15.40
|
|
Baber (2020)
|
J Educ E-Learn Res
|
10.20448/JOURNAL.509.2020.73.285.292
|
367
|
61.17
|
11.70
|
|
Chaturvedi et al. (2021)
|
Child Youth Serv Rev
|
10.1016/j.childyouth.2020.105866
|
349
|
69.80
|
18.63
|
|
Chakraborty et al. (2020)
|
Hum Behav Emerg Technol
|
10.1002/hbe2.240
|
255
|
51.00
|
13.61
|
|
Abbas et al. (2021)
|
Risk Manage Healthc Policy
|
10.2147/RMHP.S284313
|
253
|
50.60
|
13.50
|
|
Pal & Vanijja (2020)
|
Child Youth Serv Rev
|
10.1016/j.childyouth.2020.105535
|
247
|
41.17
|
7.88
|
|
Selvaraj et al. (2021)
|
Int J Educ Dev
|
10.1016/j.ijedudev.2021.102444
|
186
|
37.20
|
9.93
|
|
Khan et al. (2021)
|
Sustainability
|
10.3390/su13010057
|
151
|
30.20
|
8.06
|
Note: TC = Total Citations; Normalized TC accounts for time since publication
The second most cited work by Muthuprasad et al. (2021) in Social Sciences & Humanities Open has accumulated 551 citations with 110.2 citations per year, indicating strong and immediate impact in the field. This work's high citation rate suggests the significance of research addressing student perspectives and experiences in online learning environments.
A notable pattern emerges in the temporal distribution of highly cited works:
Most highly cited papers were published between 2020–2021
Strong representation from education and youth-focused journals
Significant impact of papers addressing pandemic-related educational challenges
The thematic focus of highly cited works clusters around several key areas:
1.
Educational response to pandemic challenges (Mishra, 2020; Kapasia et al., 2020)
2.
Student experiences and adaptations (Muthuprasad et al., 2021; Baber, 2020)
3.
Technology integration and implementation (Chakraborty et al, 2020; Pal & Vanijja, 2020)
4.
Policy and institutional responses (Abbas et al., 2021; Khan et al., 2021)
The Child Youth Services Review emerges as a particularly influential venue, hosting three of the top ten most cited papers (Kapasia et al., 2020; Chaturvedi et al., 2021; Pal & Vanijja, 2020), suggesting the importance of research focusing on young learners' experiences in online education.
Citation patterns indicate rapid knowledge dissemination and uptake, with papers published in 2020–2021 achieving high citation counts within a relatively short period. This suggests both the urgency of the research topics and the field's ability to quickly incorporate and build upon new findings.
3.4.2. Most Influential Sources
The analysis of publication sources in Indian online education research reveals fascinating patterns in academic impact and influence across different types of journals as presented in Table 3 below. The field is dominated by education technology-focused publications, with EDUCATION AND INFORMATION TECHNOLOGIES emerging as the leading source with the highest h-index of 10 and 329 total citations. This journal's sustained influence since 2016 demonstrates its central role in disseminating key research findings in the field.
|
Source
|
h_index
|
g_index
|
m_index
|
TC
|
NP
|
PY_start
|
|---|---|---|---|---|---|---|
|
EDUCATION AND INFORMATION TECHNOLOGIES
|
10
|
15
|
1.000
|
329
|
15
|
2016
|
|
ADVANCES IN INTELLIGENT SYSTEMS AND COMPUTING
|
6
|
8
|
0.545
|
91
|
16
|
2015
|
|
ASIAN ASSOCIATION OF OPEN UNIVERSITIES JOURNAL
|
6
|
10
|
1.000
|
120
|
11
|
2020
|
|
INTERACTIVE TECHNOLOGY AND SMART EDUCATION
|
6
|
7
|
0.857
|
246
|
7
|
2019
|
|
JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
|
6
|
6
|
1.000
|
135
|
6
|
2020
|
|
JOURNAL OF ENGINEERING EDUCATION TRANSFORMATIONS
|
5
|
9
|
0.714
|
89
|
18
|
2019
|
|
LIBRARY PHILOSOPHY AND PRACTICE
|
5
|
7
|
0.714
|
71
|
19
|
2019
|
|
PLOS ONE
|
5
|
7
|
0.833
|
154
|
7
|
2020
|
|
ACM INTERNATIONAL CONFERENCE PROCEEDING SERIES
|
4
|
6
|
0.333
|
60
|
27
|
2014
|
|
CHILDREN AND YOUTH SERVICES REVIEW
|
4
|
4
|
0.667
|
1108
|
4
|
2020
|
A notable trend emerges in the rapid rise of specialized journals focused on interactive and smart education technologies. INTERACTIVE TECHNOLOGY AND SMART EDUCATION, despite its relatively recent entry in 2019, has accumulated 246 citations with an h-index of 6, indicating strong immediate impact in the field. Similarly, the ASIAN ASSOCIATION OF OPEN UNIVERSITIES JOURNAL, launched in 2020, has quickly established itself with a perfect m_index of 1.000, suggesting consistent high-quality output.
The analysis reveals an interesting dichotomy between traditional academic journals and newer platforms. While established publications maintain steady influence through consistent publication volumes, newer entrants like CHILDREN AND YOUTH SERVICES REVIEW have achieved remarkable citation impact (TC = 1108) despite lower publication numbers. This suggests a shift in the field toward outlets capable of rapid dissemination of emerging research, particularly evident in the post-2019 period.
Conference proceedings, represented by the ACM INTERNATIONAL CONFERENCE PROCEEDING SERIES, show a different pattern with broader dissemination (NP = 27) but lower citation impact, highlighting the complementary role of conferences in the field's knowledge ecosystem. The data indicates that while traditional education technology journals maintain their influence, the field has evolved to embrace diverse publication venues, particularly those capable of addressing emerging research needs in the digital education landscape.
3.4.3. Citation Impact and Author Productivity Analysis
As part of our bibliometric analysis of online education research in India from 2014 to 2024, we examined the impact metrics of the most prominent researchers in the field. Table 4 presents the comprehensive bibliometric indicators for the top 10 authors, including their h-index, g-index, m-index, total citations (TC), number of publications (NP), and publication start year (PY_start).
|
Author
|
h_index
|
g_index
|
m_index
|
TC
|
NP
|
PY_start
|
|---|---|---|---|---|---|---|
|
RAMAN R
|
8
|
12
|
0.67
|
274
|
12
|
2014
|
|
KUMAR A
|
7
|
16
|
0.70
|
277
|
21
|
2016
|
|
NEDUNGADI P
|
7
|
10
|
0.58
|
145
|
10
|
2014
|
|
ACHUTHAN K
|
6
|
8
|
0.50
|
102
|
8
|
2014
|
|
DIWAKAR S
|
6
|
8
|
0.50
|
105
|
8
|
2014
|
|
NAIR B
|
6
|
8
|
0.50
|
105
|
8
|
2014
|
|
SHARMA A
|
6
|
13
|
0.50
|
225
|
13
|
2014
|
|
SINGH A
|
6
|
11
|
0.86
|
140
|
14
|
2019
|
|
KUMAR D
|
5
|
9
|
0.45
|
93
|
10
|
2015
|
|
KUMAR S
|
5
|
7
|
0.63
|
58
|
18
|
2018
|
Our analysis reveals several significant patterns in research productivity and impact. RAMAN R and KUMAR A emerge as the most influential researchers in the field, with the highest citation counts (274 and 277 respectively) and h-indices (8 and 7). KUMAR A demonstrates particularly high productivity with 21 publications, though starting two years later than several other researchers in the dataset.
Notably, SINGH A, who entered the field most recently in 2019, shows remarkable impact with the highest m-index (0.86), indicating rapid accumulation of citations relative to career length. This suggests an emerging scholar making significant contributions to the field. The data also reveals an interesting collaboration pattern among ACHUTHAN K, DIWAKAR S, and NAIR B, who share identical metrics (h-index: 6, g-index: 8, m-index: 0.50) and similar citation counts, suggesting potential research collaboration networks.
The g-index values, which are more sensitive to highly-cited papers, show particular variance among researchers. KUMAR A's g-index of 16 (compared to an h-index of 7) indicates several highly-cited publications in their portfolio. Similarly, SHARMA A's metrics (225 citations from 13 publications) suggest influential contributions despite moderate publication numbers.
Publication patterns across the decade show two distinct waves of researcher entry: an initial group starting in 2014 (including RAMAN R, NEDUNGADI P, and others), and a later group emerging from 2016 onwards (including KUMAR A and SINGH A). This temporal distribution aligns with the growing emphasis on online education in India during this period.
3.5. Thematic Analysis
3.5.1.
Keyword Analysis and Theme Distribution
Figure 5 presents a treemap visualization of the most prominent themes and keywords in Indian online education research, revealing the relative importance and interconnections of various research focuses.
Fig. 5
Thematic Distribution in Online Education Research (2014–2024)
The analysis reveals several major thematic clusters:
1.
Core Educational Technology (25% of total coverage):
E-learning dominates with 699 occurrences (15%)
Learning systems (155 occurrences, 3%)
Computer-aided instruction (105 occurrences, 2%)
Online learning/E-learning variations (combined 5%)
2.
Stakeholder Focus (13% of total coverage):
Students emerges as a primary focus (271 occurrences, 6%)
Human/Humans combined (296 occurrences, 6%)
Gender-specific research (Female: 137, Male: 127 occurrences, combined 6%)
3.
Geographical and Contextual Framework (7% of total coverage):
India features prominently (221 occurrences, 5%)
Teaching context (193 occurrences, 4%)
4.
Educational Sectors (8% of total coverage):
Engineering education (107 occurrences, 2%)
Medical education (72 occurrences, 2%)
Higher education (33 occurrences, 1%)
Adult education (96 occurrences, 2%)
5.
Pandemic-Related Research (5% of total coverage):
COVID-19 (112 occurrences, 2%)
Pandemic (102 occurrences, 2%)
Associated terms like "coronavirus disease 2019" (96 occurrences, 2%)
6.
Emerging Technologies (6% of total coverage):
Machine learning/Machine-learning (126 occurrences combined, 2%)
Deep learning (66 occurrences, 1%)
Virtual reality (35 occurrences, 1%)
Artificial intelligence (mentioned but < 1%)
7.
Research Methodologies (4% of total coverage):
Surveys (44 occurrences, 1%)
Questionnaire (63 occurrences, 1%)
Controlled study (40 occurrences, 1%)
This thematic distribution reveals several key insights:
1.
Technology Integration: The dominant presence of e-learning and related technological terms indicates the field's strong focus on digital transformation in education.
2.
Stakeholder-Centric Research: Substantial attention to human factors and stakeholder experiences, particularly student-focused research.
3.
Contextual Adaptation: Significant emphasis on India-specific research, suggesting strong localization of global educational technology trends.
4.
Pandemic Impact: The prominent presence of COVID-19 related terms indicates the significant influence of the pandemic on research directions.
5.
Disciplinary Focus: Notable attention to specific disciplines, particularly engineering and medical education, suggesting sector-specific adoption patterns.
The analysis reveals a field that balances technological innovation with human factors while maintaining strong attention to local context and emerging challenges. The relatively small representation of advanced technologies (AI, VR) suggests potential areas for future research growth.
3.5.2. Research Focus Evolution
Figure 6 illustrates the temporal evolution of research topics in Indian online education from 2014 to 2024, revealing distinct patterns in the emergence and development of research themes.
Fig. 6
Evolution of Research Topics in Online Education (2014–2024)
The analysis reveals three distinct temporal phases in research focus:
1.
Early Phase (2014–2016):
Foundational topics dominated by basic technological infrastructure
Focus on open source software and open systems
Initial exploration of distance education concepts
Emergence of MOOCs as a research topic
2.
Development Phase (2016–2020):
Diversification of research interests
Strong focus on educational technology and computer-aided instruction
Emergence of curriculum development studies
Growing attention to engineering education
Increased focus on teaching methodologies and practices
3.
Recent Phase (2020–2024):
Emergence of AI-related topics (machine learning, deep learning, feature extraction)
Strong focus on pandemic-related themes
Increased attention to screen time and human factors
Consolidation of e-learning as a central research theme
Key Thematic Transitions:
1.
Technological Evolution:
From basic open source solutions (2014–2016)
Through educational technology integration (2016–2020)
To advanced AI applications (2020–2024)
2.
Pedagogical Focus:
Initial emphasis on distance education and MOOCs
Development of computer-aided instruction
Recent focus on learning systems and human-computer interaction
3.
Contextual Adaptation:
Early focus on infrastructure and basic systems
Growing attention to engineering and specialized education
Recent emphasis on pandemic-related adaptations
4.
Emerging Trends:
Increased focus on human factors and screen time
Integration of machine learning and AI
Attention to feature extraction and data analysis
Growing emphasis on student-centered research
The analysis reveals a field that has evolved from basic technological implementation to sophisticated integration of advanced technologies, while maintaining strong attention to pedagogical and human factors. The impact of the COVID-19 pandemic is evident in the emergence of new research priorities post-2020, particularly in areas related to remote learning and digital adaptation.
3.5.3. Strategic Research Cluster Analysis
The bibliometric analysis reveals distinct patterns in research themes when examined through the lens of impact and centrality. Figure 7 presents a strategic diagram that maps research clusters across these two dimensions, providing insights into the intellectual structure and maturity of online education research in India.
Fig. 7
Strategic Diagram of Research Clusters by Impact and Centrality
The visualization reveals three primary cluster groupings, each representing different levels of research development and influence:
1. Primary Research Core (High Impact, High Centrality):
The most established research themes appear in the upper right quadrant, showing both significant impact and central positioning in the field:
- E-learning with 60.4% confidence level
- Student-focused research at 47.1% confidence
- Learning systems demonstrating 63.6% confidence
These themes represent the foundational pillars of online education research in India, with learning systems showing particularly strong methodological consistency.
2. Emerging High-Impact Areas (High Impact, Lower Centrality):
A second group of themes shows significant impact while maintaining some distance from the core:
- E-learning studies with 32.1% confidence
- Student-centered research at 41.2% confidence
- COVID-19 related research showing 47.1% confidence
Notably, both e-learning and student-focused research appear at different confidence levels in multiple clusters, suggesting diverse methodological approaches to these topics. The positioning of COVID-19 research here indicates its substantial influence while highlighting its relatively recent emergence in the field.
3. Specialized Research Domains (Lower Impact, Lower Centrality):
The third group represents more specialized or emerging research areas:
- Engineering education showing 16.7% confidence
- Technology integration combined with coronavirus disease 2019 studies at 42.9% confidence
- Affective modeling demonstrating 100% confidence
The perfect confidence score for affective modeling is particularly noteworthy, indicating high methodological consistency within this specialized domain despite its peripheral position.
The distribution pattern of these clusters reveals several significant insights about the field's development:
- The absence of clusters in the high-centrality, low-impact quadrant suggests that central themes in the field maintain consistent influence
- Multiple appearances of e-learning and student-focused research across different confidence levels indicate diverse research approaches to core topics
- The presence of COVID-19 related clusters at varying confidence levels reflects the pandemic's broad influence across different research methodologies
The strategic positioning of these clusters demonstrates a mature field that effectively balances established research areas with emerging specializations. The high confidence levels in core themes (reaching 63.6% for learning systems) indicate strong methodological foundations, while perfectly confident specialized research (affective modeling at 100%) suggests rigorous methodology even in niche domains.
This analysis paints a picture of a dynamic research landscape where traditional e-learning themes coexist with emerging pandemic-related studies and specialized research areas. The varying confidence levels across similar themes suggest multiple research communities contributing distinct perspectives to the field, fostering a comprehensive understanding of online education in the Indian context.
The section maintains the flow of the paper while providing a fresh analysis that emphasizes the strategic importance of different research clusters and their relationships. It leads naturally into subsequent sections about temporal evolution and international collaboration patterns.
3.6. Global Research Collaboration Patterns
Figure 8 illustrates the international collaboration network in Indian online education research, revealing the geographical distribution and intensity of research partnerships.
Fig. 8
Global Research Collaboration Network in Indian Online Education Research (2014–2024)
The collaboration network analysis reveals several distinctive patterns in international research partnerships:
1.
Primary Collaboration Hubs:
Strong connections with North American institutions, particularly the United States
Substantial partnerships with European research centers
Significant collaboration with Asia-Pacific countries, especially Australia and East Asian nations
Growing partnerships with Middle Eastern institutions
2.
Regional Distribution:
Western Hemisphere: Dense collaborative networks with the United States and Canada
Europe: Multiple connections across the continent, particularly with the UK and other Western European nations
Asia-Pacific: Strong regional collaboration network, especially with Australia, China, and Southeast Asian countries
Limited connections with South American and African institutions, suggesting potential for expanded collaboration
3.
Collaboration Intensity:
Thicker lines indicate stronger collaborative relationships, particularly evident in connections with:
North American institutions
European research centers
Australian universities
Thinner lines suggest emerging or occasional collaborations with other regions
4.
Geographical Diversity:
The network spans all major continents, demonstrating the global reach of Indian online education research
Uneven distribution suggests concentrations of collaboration with developed research economies
Notable gaps in collaboration with certain regions, particularly Africa and South America
The visualization reveals that while India maintains a diverse international collaboration network, there is:
Strong preference for partnerships with established research centers in developed countries
Growing regional leadership in South Asian research networks
Potential for expanded collaboration with underrepresented regions
Evidence of both established and emerging collaborative relationships
This pattern of international collaboration aligns with the earlier finding of a 15.69% international co-authorship rate, suggesting both significant global engagement and potential for further international research partnerships.
3.6.1. International Research Collaboration Patterns
Fig. 9
International Research Collaboration Network in Online Education Research (2019–2022)
The collaboration network demonstrates India's position as a central hub in global online education research, with distinct regional collaboration patterns evident in the visualization. Western collaborations, dominated by the United States and United Kingdom (indicated by thicker connection lines), represent traditional research partnerships that have maintained strong ties throughout the study period. The Asia-Pacific region shows increasing connectivity, with Australia, China, and Southeast Asian nations forming a robust collaborative cluster.
The temporal color gradient (2019–2022) reveals an evolution in collaboration patterns. Earlier partnerships (blue) centered on established research relationships with Western institutions, while more recent collaborations (yellow) show increased engagement with Middle Eastern and Asian countries, particularly the UAE, Saudi Arabia, and Malaysia. This shift suggests a strategic diversification of research partnerships and India's emerging role as a bridge between Western and Asian research communities.
The network structure indicates three distinct collaboration clusters: the Western academic cluster (left side), featuring strong ties with North American and European institutions; the Asia-Pacific cluster (right), showing growing regional leadership; and the emerging Middle Eastern partnerships (upper right), representing newer research relationships. This distribution reflects India's evolving role from a participant in Western-led research to an independent hub fostering South-South collaboration in online education research.
3.6.2. Evolution of International Research Collaboration
Fig. 10
Temporal Evolution of International Research Collaboration (2019–2022)
The collaboration network reveals India's evolving research partnerships in online education from 2019 to 2022. Early collaborations (blue nodes, 2019) primarily involved traditional research partners like the United States and United Kingdom, establishing foundational research relationships. Mid-period developments (green nodes, 2020–2021) show strengthening ties with Australia, China, and Germany, reflecting diversification of research partnerships during the pandemic period.
Recent collaborations (yellow nodes, 2021–2022) demonstrate increased engagement with Middle Eastern and Southeast Asian countries, including the United Arab Emirates, Malaysia, and Saudi Arabia. The network structure shows three distinct collaborative clusters:
1.
Western Partnerships (left): Strong ties with the US, UK, and European nations
2.
Asia-Pacific Connections (right): Growing collaborations with Australia, China, and Southeast Asian countries
3.
Middle Eastern Relationships (upper right): Emerging partnerships with UAE, Saudi Arabia, and regional neighbors
The temporal progression indicates evolution from traditional Western-centric collaboration to a more globally distributed research network, with India emerging as a central hub for online education research in the Asia-Pacific region.
3.7.
Keyword Co-occurrence Network Analysis
Fig. 11
Keyword Co-occurrence Network in Online Education Research (2014–2024)
The visualization reveals a densely interconnected research landscape in Indian online education, with three dominant clusters emerging from the network analysis. The central cluster, anchored by "e-learning" and "online learning" as the largest nodes, demonstrates the strongest interconnectivity with other research themes. This core cluster connects directly to institutional platforms (SWAYAM, NPTEL) and pedagogical approaches, showing the fundamental role of these concepts in the field's development.
COVID-19 emerges as a significant secondary hub, creating new bridges between technological and human-centered research areas. Its connections to mental health, anxiety, and student experiences demonstrate how pandemic-related research has integrated previously separate domains. The visualization shows clear linkages between COVID-19 and both traditional e-learning approaches and emergency remote teaching adaptations.
The technological advancement cluster, visible on the right side of the network, shows machine learning and deep learning applications increasingly integrating with mainstream educational technology. These nodes connect to data science, AI, and sentiment analysis, indicating growing sophistication in online education research methodology. Medical and engineering education appear as distinct but well-connected sub-clusters, suggesting their role as specialized application domains for online learning innovations.
The network structure reveals an evolution from basic e-learning implementation to a complex ecosystem balancing technological innovation with pedagogical needs. The density of connections around core themes, combined with emerging peripheral clusters, suggests a maturing field that effectively integrates global technological trends with local educational contexts.
3.7.1. Temporal Evolution of Research Themes
Fig. 8
Temporal Evolution of Keyword Co-occurrences in Online Education Research (2019–2022)
The network visualization reveals distinct temporal phases in Indian online education research, indicated by the color gradient from dark blue (2019) to yellow (2022). Early research themes (2019, blue nodes) centered on fundamental e-learning infrastructure and MOOCs, establishing the field's foundation. The emergence of COVID-19 (2020, green nodes) marks a pivotal shift, introducing new research priorities including mental health, anxiety, and emergency remote teaching adaptations.
Recent developments (2021–2022, yellow nodes) show increased focus on advanced technologies, with machine learning, deep learning, and AI emerging as significant research areas. The temporal progression also reveals growing attention to student engagement, collaborative learning, and gamification, indicating evolution toward more sophisticated pedagogical approaches.
The network's structure demonstrates how Indian online education research has responded to immediate challenges while maintaining development of advanced educational technologies. The temporal distribution of nodes suggests a field that has rapidly matured from basic implementation to innovative applications while addressing emerging societal needs.
4. Discussion
The bibliometric analysis of online education research in India from 2014 to 2024 reveals several significant patterns that illuminate the field's evolution, current state, and future directions. The findings demonstrate both the rapid growth of online education research in India and its increasing sophistication in responding to educational challenges and opportunities.
4.1 Research Growth and Impact Patterns
The substantial annual growth rate of 11.94% in research output, particularly accelerating during 2020–2022, reflects both the field's natural evolution and its responsive adaptation to external pressures. This growth pattern aligns with global trends in educational technology research (Singh & Thurman, 2019) but shows distinctive characteristics in the Indian context. As Dhawan (2020) notes, the surge in publications during 2020–2022 demonstrates not only crisis response to the COVID-19 pandemic but also suggests a fundamental transformation in research priorities and educational approaches.
The citation analysis reveals that papers addressing pandemic-related challenges have achieved exceptional impact, with works from 2020–2021 showing the highest citation rates. For instance, Mishra et al. (2020) accumulated over 1,160 citations, while Muthuprasad et al. (2021) received 551 citations, demonstrating significant global interest in India's pandemic response in education. This pattern aligns with findings from Dehnad and Abdekhoda (2023), who positioned India as the second-highest contributing country in e-learning research during the pandemic period.
4.2 Institutional Leadership and Collaboration
The emergence of medical institutions, particularly AIIMS with 45 publications, as research leaders represents an unexpected finding that deserves careful consideration. This leadership pattern differs from global trends where education departments typically dominate online learning research (Palvia et al., 2018). The strong presence of medical institutions suggests that professional education sectors in India have been particularly proactive in advancing online education research, as evidenced by the contributions of Christian Medical College and other medical institutions (Gavinolla et al., 2021).
The international collaboration rate of 15.69% indicates moderate global engagement, with strong ties to Western institutions but limited South-South cooperation. This finding aligns with Masalimova et al.'s (2024) analysis of BRICS countries' online education research, which highlighted significant research collaborations between Indian and South African researchers while noting overall limited international collaboration. The evolution of collaboration patterns from traditional Western partnerships to increasing engagement with Middle Eastern and Asian institutions indicates a gradual diversification of research networks, though Pathak and Singh (2024) note that India maintains relatively weaker collaboration networks compared to countries like China and the USA.
4.3 Thematic Evolution and Research Gaps
The identification of three major research clusters - core educational technology (25%), stakeholder focus (13%), and emerging technologies (6%) - reveals both strengths and gaps in the current research landscape. These findings align with Aaradhi and Chakraborty's (2024) bibliometric analysis of EdTech applications in the Indian education sector, which highlighted the increased focus on online learning following the 2020 education policy. The dominant position of core educational technology research demonstrates strong foundational work in the field, supporting Gupta and Pandey's (2019) earlier findings about research productivity in e-learning.
The temporal analysis of research themes reveals a sophisticated evolution from basic implementation studies to complex investigations of artificial intelligence and student-centered approaches. This progression aligns with the Government of India's (2020) National Education Policy objectives but shows distinctive characteristics in addressing India-specific challenges. As noted by Kapasia et al. (2020), the strong presence of medical and engineering education themes suggests sector-specific adaptation of online learning, while potentially indicating gaps in research addressing other disciplinary areas.
4.4 Research Implications and Future Directions
Several significant implications emerge from this analysis:
1.
The need for increased research attention to resource-constrained educational contexts, particularly given India's diverse socioeconomic landscape. This aligns with Chaturvedi et al.'s (2021) findings regarding disparities in online education access and effectiveness across different socioeconomic groups.
2.
Opportunities for expanding research on emerging technologies while maintaining focus on pedagogical effectiveness. As demonstrated by Khan et al. (2021), the integration of advanced technologies must be balanced with student perception and acceptance factors.
3.
The importance of strengthening South-South research collaboration to address shared challenges in developing nation contexts, supporting Masalimova et al.'s (2024) recommendations for increased cooperation among BRICS nations.
4.5 Limitations and Future Research
This study's limitations include its focus on Scopus-indexed publications, which may not capture all relevant research output, particularly from regional languages or non-indexed sources (Mongeon & Paul-Hus, 2016). Additionally, the rapid evolution of online education during the pandemic period may have created temporary distortions in research patterns that require longer-term analysis to fully understand (Levidze, 2024).
Future research directions should include:
Longitudinal studies examining the sustainability of pandemic-driven research trends, as suggested by Selvaraj et al. (2021)
Investigation of online education implementation in resource-constrained settings, building on Chauhan and Goel's (2017) work on MOOCs in India
Comparative analyses of online education effectiveness across different disciplinary areas
Studies focusing on the integration of emerging technologies in Indian educational contexts, following Pal and Vanijja's (2020) framework for technology acceptance
Research addressing the specific challenges of rural and economically disadvantaged learners, as highlighted by Abbas et al. (2021)
The findings suggest that while Indian online education research has shown remarkable growth and adaptability, there remain significant opportunities for expanding research scope, strengthening international collaboration, and addressing crucial gaps in understanding of online education implementation across diverse educational contexts.
5. Conclusion
This bibliometric analysis of online education research in India from 2014 to 2024 reveals significant developments in the field's evolution, impact, and future directions. The analysis of 1,396 Scopus-indexed publications demonstrates substantial growth in research output, with an 11.94% annual growth rate and particularly accelerated production during the COVID-19 pandemic period. This growth pattern reflects both the field's natural evolution and its responsive adaptation to external challenges, establishing online education research as a mature and dynamic field within Indian academia.
Several key conclusions emerge from this comprehensive analysis:
First, the research landscape shows distinct phases of development, progressing from basic implementation studies to sophisticated investigations of emerging technologies and pedagogical approaches. The surge in publications during 2020–2022 represents not merely a crisis response but a fundamental shift in research priorities and educational approaches, suggesting lasting transformation in India's educational research focus.
Second, the emergence of medical institutions as research leaders, particularly AIIMS with 45 publications, indicates significant sectoral variation in online education research development. This pattern suggests that professional education sectors have been particularly proactive in advancing online education research, potentially offering valuable models for other disciplines.
Third, the analysis reveals both strengths and opportunities in international research collaboration. While the 15.69% international co-authorship rate indicates moderate global engagement, the concentration of partnerships with Western institutions suggests opportunities for expanded collaboration, particularly with other developing nations facing similar educational challenges.
Fourth, the identification of three major research clusters - core educational technology (25%), stakeholder focus (13%), and emerging technologies (6%) - provides a clear map of the field's current structure while highlighting areas for potential growth. The relatively small proportion of research on emerging technologies suggests significant opportunities for expansion in areas such as artificial intelligence and adaptive learning systems.
The temporal analysis of research themes demonstrates the field's maturation from fundamental infrastructure concerns to complex investigations of pedagogical effectiveness and technological integration. However, this evolution also reveals gaps, particularly in research addressing resource-constrained educational contexts and rural learning environments.
Looking forward, several priorities emerge for the field's continued development:
1.
Increased attention to equity and accessibility in online education implementation
2.
Expanded research on emerging technologies while maintaining focus on pedagogical effectiveness
3.
Strengthened South-South research collaboration to address shared challenges
4.
Greater focus on longitudinal studies examining the sustainability of pandemic-driven innovations
This study's findings contribute to the broader understanding of online education research development in emerging economies while providing specific insights for Indian researchers, policymakers, and educators. The identified patterns and gaps offer a roadmap for future research directions, suggesting opportunities for both deepening existing research strengths and expanding into underdeveloped areas.
The analysis ultimately suggests that Indian online education research has established itself as a robust and dynamic field, capable of responding to immediate challenges while maintaining focus on long-term development. As the field continues to evolve, maintaining this balance between responsive adaptation and systematic development will be crucial for addressing the complex challenges of educational transformation in the digital age.
Author Contribution
A
S.A. designed the study, collected and analyzed the bibliometric data, and wrote the main manuscript text. Y.A. provided technical assistance with bibliometric tools and prepared figures 1-12. K.M.A. edited the manuscript and revised the discussion section. All authors reviewed and approved the final manuscript.[Note: I've used initials based on the authors mentioned:S.A. = Sara AlrefaeeY.A. = Yasser Alrefaee K.M.A. = Khan Mahlaqa AfzalData Availability
Data AvailabilityData is available upon request.
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