Psychological and educational learning strategies and models during the COVID-19 pandemic: A comparative bibliometric analysis

Abstract

This paper undertakes a literature review of psychological, Educational Learning Strategies, and Models during the COVID-19 Pandemic. It examines data from 359 publications relating to this subject, published on the Web of Science, Scopus, and ScienceDirect between 2020 and 2021 using bibliometric analysis adapted with VOSviewer software. The review discusses the following approaches (keywords, authors, references (research papers), research work, countries, and research institutions). It concluded that bibliometric analysis is fundamental for detailing the theoretical literature and developing an integrated theoretical framework for psychological and Educational Learning Strategies. The psychological impact on students and potential stress needs to be closely monitored and evaluated, to plan effective policies while adopting these pedagogical approaches.

Implementation of Project-Based Learning in Indonesian EFL Class Between 2017 to 2022

“…The criteria for Project Based Learning are centering, focusing on questions or problems, constructive investigation or design (Abaunza & Rodríguez-Conde, 2016;Al-Ayyoub, 2018;Alshahrani, 2022), giving autonomy to students, and being real. The main components of Project Based Learning are (1) asking questions or problems that are presented to arrange and start activities, and emphasizing several meaningful projects, (2) obtaining the final result or several products as a series of activities, individual communication, or various results of tasks that answer the problem (Lisminingsih, 2010, p.113).…”