Bibliometric Analysis of Research on Scholarship of Teaching and Learning in Higher Education

Hasan Yücel Ertem, Ahmet Aypay

2023

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DOI 10.55993/hegp.1315869
Data confidence 70 medium
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It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

The scholarship of teaching and learning (SoTL) forms a significant base for higher education. SoTL has the potential to lead higher education institutions in terms of teaching, research, and service. The purpose of the current study is to perform a bibliometric analysis of the scholarship of teaching and learning in higher education. A bibliometric review was conducted in both Scopus and Web of Science databases, including 1491 and 1002 studies published in the sources indexed, respectively, in Scopus and Web of Science from the past to 2020. PRISMA was used to identify and select the documents in the sample. The data were analyzed using Scopus Analytic Tools, Excel functions, and VOSviewer. A considerable upward trend was observed in the number of documents from the past until 2020. “ASEE Annual Conference” was found to be the most influential source in Scopus, while “Teaching Sociology” was found to be the most influential source in Web of Science. Kreber, C., Healey, M., and Marquis, E. were the authors most drawing attention to both Scopus and the Web of Science. The intellectual structure of the knowledge base was based mainly on student voice, scholarship or teaching, and learning tips for both databases. Temporal analyses showed that the topical foci of SoTL were identity and critical pedagogy for Scopus and leadership and sustainability for Web of Science.