Scientometric analysis of active learning and authentic assessment between 2002 and 2024: Recent trends and further research

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dc.contributor.affiliationMarín-Rodríguez N.J., Universidad de Medellín, Colombia
dc.contributor.affiliationMorán B.V.G., University of Sunderland, United Kingdom
dc.contributor.affiliationGerardou F.S., University of Lincoln, United Kingdom
dc.contributor.authorMarín-Rodríguez N.J.
dc.contributor.authorMorán B.V.G.
dc.contributor.authorGerardou F.S.
dc.date.accessioned2025-09-08T14:23:45Z
dc.date.available2025-09-08T14:23:45Z
dc.date.issued2025
dc.descriptionActive learning and authentic assessment are fundamental in education. Active learning engages students in critical thinking, while authentic assessment measures practical skills. By combining these approaches, we prepare students for real-life challenges and foster lifelong learning. This study aims to analyze the implications of integrating active learning and authentic assessment in education. We want to explore how this combination enhances student engagement, critical thinking, and real-world readiness, ultimately contributing to more effective and meaningful learning outcomes. For this purpose, data were retrieved from Scopus and Web of Science databases through a structured search equation. These data were compiled and processed in R software, with a total of47 records. VOSviewer and Bibliometrix software were used to map the keyword network and for overlay and density visualizations. This methodology allows us to explore current academic discussions, trends, and research gaps. Deep learning, authentic learning, problem-based learning, and entrepreneurship education are leading trends in active learning and authentic assessment research. The findings highlight the opportunity for further research and advocates for collaboration among scholars and institutions. It also presents areas of interconnectedness of active learning and authentic assessment with other pedagogical paradigms such as problem-based learning, experiential learning, and authentic learning. The study could benefit researchers and professionals interested in implementing active learning strategies. © 2025 Nini Johana Marin-Rodriguez, Blanca Viridiana Guízar Moran and Flor Silvestre Gerardou. All rights reserved.
dc.identifier.doi10.1108/978-1-83797-857-120251002
dc.identifier.instnameinstname:Universidad de Medellínspa
dc.identifier.isbn978-183797857-1
dc.identifier.isbn978-183797858-8
dc.identifier.reponamereponame:Repositorio Institucional Universidad de Medellínspa
dc.identifier.repourlrepourl:https://repository.udem.edu.co/
dc.identifier.urihttp://hdl.handle.net/11407/9098
dc.language.isoeng
dc.publisher.facultyFacultad de Ingenieríasspa
dc.publisher.programIngeniería Financieraspa
dc.relation.citationendpage35
dc.relation.citationstartpage15
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dc.rights.accesoRestricted access
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.sourceThe Emerald Handbook of Active Learning For Authentic Assessment
dc.sourceThe Emerald Handb. of Active Learn. For Authentic Assess.
dc.sourceScopus
dc.subjectActive learning
dc.subjectAuthentic assessment
dc.subjectBibliometric analysis
dc.subjectEducation strategies
dc.subjectExperimental learning
dc.subjectProblem-based learning
dc.subjectDeep learning
dc.subjectStudents
dc.subjectActive Learning
dc.subjectAuthentic assessment
dc.subjectAuthentic learning
dc.subjectBibliometrics analysis
dc.subjectCritical thinking
dc.subjectEducation strategy
dc.subjectExperimental learning
dc.subjectProblem based learning
dc.subjectRecent trends
dc.subjectScientometric analysis
dc.subjectActive learning
dc.titleScientometric analysis of active learning and authentic assessment between 2002 and 2024: Recent trends and further research
dc.typeBook chapter
dc.type.localParte de librospa
dc.type.versioninfo:eu-repo/semantics/publishedVersion

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