ENGAGEMENT AND RETENTION IN ONLINE LEARNING: A BIBLIOMETRIC ANALYSIS OF SCIENTIFIC PRODUCTION
DOI:
https://doi.org/10.56238/revgeov16n5-077Keywords:
Academic Engagement, Student Retention, Distance Education, Knowledge Management, EaD PedagogyAbstract
This bibliometric review investigated the scientific literature on academic engagement and maintained it in the Distance Education Pedagogy program, with a strategic focus on Knowledge Management. The analysis, based on 80 article abstracts from the Web of Science (WOS) and Scopus databases, used lexicometric analyses, such as Descending Hierarchical Classification and Factorial Correspondence Analysis, to analyze the thematic structure of the literature. The results confirmed that the area is a growing field of research, with students and engagement as a central focus, and the COVID-19 pandemic as a driving factor. A textual analysis revealed the interconnection between the context of the pandemic, mental health, and psychometric factors of engagement, such as self-efficacy and self-regulation. The study suggests that, although emerging in the explicit literature, Knowledge Management presents itself as a fundamental theoretical framework for integrating and improving educational processes in distance education. The research highlights the need for higher education institutions to adopt active pedagogical strategies, offer psychosocial support, and integrate KM principles to improve engagement and retention. The work contributes to the consolidation of an interdisciplinary field of research and offers a conceptual model for future research, while also addressing methodological limitations and suggesting avenues for future research.
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