Abstract
The constant development of digital technologies has allowed living in a digital environment based on connections, also transforming the context of the educational process. Experiences show that digital technologies have influenced the way of learning and, consequently, the way of teaching. Learning in the digital age is a complex process since it is a multifaceted and diverse action. The aim of this research is to identify global trends in digital education and its link with the learning of artistic and visual education in higher education settings, during the period 2000–2019. For this, bibliometric techniques have been applied to 1291 documents, obtaining results from the scientific activity of the main authors, research institutions, and countries that promote this topic. The data show increasing relevance, particularly in the last three years. The main subject area is the social sciences. The study has detected the lines of research that are related to the Internet, education, visuals, computer programs, learning, digital media literacy, and educational technology. This work contributes to the academic, scientific, and institutional debate to enhance decision-making based on existing information.
Highlights
In recent years, the eruption of digital technology (DT) and the Internet have caused relevant changes in our society, shaping what we could define as a new cultural paradigm
Bibliometric indicators measure certain aspects of scientific activity, offering valid information to evaluate its evolution [69]. This method was started by Garfield in the mid-20th century, and it has since become widespread in scientific research and has contributed for decades to reviewing knowledge across multiple disciplines [70]
The aim of this research study was to analyze the evolution of scientific production and global trends on digital education (DE) and artistic-visual learning in flexible university environments, during the period
Summary
The eruption of digital technology (DT) and the Internet have caused relevant changes in our society, shaping what we could define as a new cultural paradigm. Technological tools and virtual space have given rise to new forms of communication, work, information, entertainment, and, in general, participation and living in a networked society [3,4]. In this context, education, as a process based on knowledge, communication, and social interactions, has been influenced by the expansion of the digital revolution causing, in most cases, changes and transformations in its actors, teachers, and students, and adaptations in the educational institutions themselves.
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