A Bibliometric Analysis of Blended Learning in Higher Education: Perception, Achievement and Engagement

This article presents a bibliometric analysis of publications on blended learning in higher education. The is grounded statistics obtained from the online Scopus database 11 December 2019. study used Microsoft Excel to conduct frequency analysis, VOSviewer for data visualization, and Harzing’s Publish or Perish citation metrics analysis. In total 1,064 valid documents were analyzed, based keyword search results “blended learning”, “perception”, “achievement”, “engagement”, “higher education” “bibliometric analysis”. reports descriptive content document type source type. Analysis shows that number per year increased 2000 2018. English most widely language publications, are social sciences. United States contributes publications. active journals, influential institutions, highly cited articles listed. Network visualization maps demonstrate author keywords; co-authorship by country author; authors document; citations co-occurrence all and, lastly, co-citation sources. visibility work journals past two decades reveals has gained significant attention among educators researchers. Future research could include systematic literature reviews other mapping tools, such as HistCite.