Learning in the Times of COVID: A Bibliometric Analysis of Virtual Learning Environment

The world was forced to go online in January 2020 due to the unforeseen COVID-19 pandemic. Suddenly, everyone was talking about the advantages of virtual learning, how it would change the way education was provided, and how it would be the next big thing. Although quite old, the concept of a Virtual Learning Environment (VLE) took its wings during the same period. The VLE is one in which an instructor uses audio or video to address learners through digital media. This instruction has three possible learning environments: asynchronous (self-paced), synchronous (realtime), and hybrid. This study notices resistance from students, parents, and educational institutions to continue delivery through VLE platforms. Whether it is a pandemic or not, the world has seen the effectiveness of these platforms and modes of imparting education. Undoubtedly, virtual learning and its different models are here to stay. This study aims to comprehend VLE studies and their networking using bibliometric information. Bibliometric statistics confirm that post-COVID-19, there has been a significant upsurge in formal research in the VLEs.