Résumés
Abstract
Since open universities can adapt to students’ work schedules, personal preferences, age, and so on, they have facilitated access to education for a large group of people. The open university phenomenon, which arose in the 1960s, fostered countries’ cultural growth; higher education was now longer exclusively for a privileged few. This paper presents a bibliometric study on the existing scientific output on open universities throughout the last 40 years. A bespoke methodology of bibliometric studies has been used, by setting key descriptors to be consulted in the most prestigious scientific database Web of Science. The sample was composed of 809 papers in total, indexed in prestigious journals and published during the period 1969 to 2018. The output, scattering, and impact bibliometric indicators were analysed in those papers. Among the results obtained, it was found that scientific output on open universities is in a phase of exponential growth, in which 2015 was the most productive year. Furthermore, the UK, where the phenomenon of open universities started, is the country with the most scientific output. Finally, the bibliometric study of the output indexed in the Web of Science shows a panoramic vision of the past, present, and future of open universities, emphasising the idea that this phenomenon is continuing to grow.
Keywords:
- open universities,
- higher education,
- bibliometric analysis,
- scientific output
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Avello-Martínez, R., & Anderson, T. (2015). Are the most highly cited articles the ones that are the most downloaded? A bibliometric study of IRRODL. International Review of Research in Open and Distributed Learning, 16(3), 18-40. doi: 10.19173/irrodl.v16i3.1754
- Caballe, S., & Xhafa, F. (2013). Distributed-based massive processing of activity logs for efficient user modeling in a virtual campus. Cluster Computing, 16(4), 829-844. doi: 10.1007/s10586-013-0256-9
- Cabrera, N., & Fernández-Ferrer, M. (2017). Examining MOOCs: A comparative study among educational technology experts in traditional and open universities. International Review of Research in Open and Distributed Learning, 18(2), 47-67. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2789/4088
- Cristino, T. M., Neto, A. F., & Costa, A.F. (2018). Energy efficiency in buildings: Analysis of scientific literature and identification of data analysis techniques from a bibliometric study. Scientometrics, 114(3), 1275-1326. doi: 10.1007/s11192-017-2615-4
- Daga, E., d'Aquin, M., Adamou, A., & Brown, S. (2016). The Open University linked data - data.open.ac.uk. Semantic Web, 7(2), 183-191. Retrieved from http://oro.open.ac.uk/45433/
- Glanzel, W. (2002). Coauthorship patterns and trends in the sciences (1980-1998): A bibliometric study with implications for database indexing and search strategies. Library Trends, 50(3), 461-473. Retrieved from https://goo.gl/W2dkYZ
- Glanzel, W., & Schoepflin, U. (1999). A bibliometric study of reference literature in the sciences and social sciences. Information Processing & Management, 35(1), 31-44. doi: 10.1016/S0306-4573(98)00028-4
- Gómez-García, A., Ramiro, M. T., Ariza, T., & Reina, M. (2012). Bibliometric study of Educación XX1. Educación XX1, 15(1), 17-41. doi: 10.5944/educxx1.15.1.148
- González, J., Moya, M., & Mateos, M. A. (1997). Bibliometric indicators: Characteristics and limitations in the analysis of scientific activity. Anales Españoles de Pediatría, 47, 235-244. Retrieved from https://www.aeped.es/sites/default/files/anales/47-3-3.pdf
- Gutiérrez, C., Martín, A., Casasempere, A., & Fernández, A. (2015). A scientometric analysis of grounded theory in education. Revista de Educación, 370, 121-148. doi: 10.4438/1988-592X-RE-2015-370-300
- Hernández, V., Reverter, J., Jové, M. C., & Mayolas, M. C. (2013). Habits of publication of teachers of departments didactics of corporal expression and physical education in public universities Spanish. European Journal of Human Movement, 30, 1-12. Retrieved from https://www.eurjhm.com/index.php/eurjhm/article/view/296
- Inouye, K., Souza, F., Lost, S. C., & Silva, E. (2018). Impact of the third age open university on the quality of life of the elderly. Educação e Pesquisa, 44, 1-18. doi: 10.1590/S1678-4634201708142931
- Juliani, F., & de Oliveira, O. J. (2016). State of research on public service management: Identifying scientific gaps from a bibliometric study. International Journal of Information Management, 36(6), 1033-1041. doi: 10.1016/j.ijinfomgt.2016.07.003
- Klimczak, A., & Kossakowska, S. (2018). Language learning over 50 at the Open University in Poland: An exploratory study of needs and emotions. Educational Gerontology, 44(4), 255-264. doi: 10.1080/03601277.2018.1454389
- Lim, T., Fadzil, M., & Mansor, N. (2011). Mobile learning via SMS at Open University Malaysia: Equitable, effective, and sustainable. International Review of Research in Open and Distributed Learning, 12(2), 122-137. doi: 10.19173/irrodl.v12i2.926
- Lima, K., Maia, E., Veras, I., Delgado, F. J., & Moreira, V. M. (2003). Demographic social-epidemiological profile of elderly women enrolled at the Open University program for senior citizens in the State of Pernambuco. Revista Brasileira de Saúde Materno Infantil, 3(3), 339-354. doi: 10.1590/S1519-38292003000300013
- Olatunji, F., Afolake, R. O., & Kehinde, M. (2017). Analytical study of e-learning resources in National Open University of Nigeria. Education and Information Technologies, 22, 2403-2415. doi: 10.1007/s10639-016-9548-z
- Open University of Catalonia. (1998). The Open University of Catalonia: Teaching and learning without distances. Comunicar, 10, 143-146. Retrieved from https://goo.gl/SQ85et
- Paul, R. (1993). Open universities - The test of all models. In K. Harry, M. John, & D. Keegan (Eds.), Distance education: New perspectives (pp. 114-125). London, UK: Routledge.
- Price, D. J. S. (1986). Little science, big science...and beyond. New York, NY: Columbia University Press.
- Rangel, M. L., & Pereira, M. N. (2016). Mobile learning and interculturalism: Scientific production in post-graduate courses of the Open University of Lisbon. Revista Educação a Distância e Práticas Educativas Comunicacionais e Interculturais, 16(1), 95-114. Retrieved from https://repositorioaberto.uab.pt/handle/10400.2/5846
- Rienties, B., Boroowa, A., Cross, S., Kubiak, C., Mayles, K., & Murphy, S. (2016). Analytics4Action evaluation framework: A review of evidence-based learning analytics interventions at The Open University UK. Journal of Interactive Media in Education, 1(2), 1-11. doi: 10.5334/jime.394
- Rienties, B., Nguyen, Q., Holmes, W., & Reedy, K. (2017). A review of 10 years of implementation and research in aligning learning design with learning analytics at The Open University UK. Interaction Design and Architecture(s) Journal, 33, 134-154. Retrieved from http://oro.open.ac.uk/51188/
- Rousseau, B., & Rousseau, R. (2000). LOTKA: A program to fit a power law distribution to observed frequency data. Cybermetrics, 4(1), 1-6.
- Salmon, G. (2000). Computer mediated conferencing for management learning at The Open University. Management Learning, 31(4), 491-502. doi: 10.1177/1350507600314005
- Tait, A. (2013). Distance and e-learning, social justice, and development: The relevance of capability approaches to the mission of open universities. International Review of Research in Open and Distributed Learning, 14(4), 1-18. doi: 10.19173/irrodl.v14i4.1526
- Urbizagastegui, R. (2016). Growth of literature on Bradford's law. Investigación bibliotecológica, 30(68), 51-72. doi: 10.1016/j.ibbai.2016.06.003
- Vermunt, J. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149-171. doi: 10.1111/j.2044-8279.1998.tb01281.x
- Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in Distance Education. Distance Education, 37(3), 245-269. doi: 10.1080/01587919.2016.1185079