This paper provides a broad bibliometric overview of the important conceptual advances that have been published during COVID-19 within “e-learning in higher education.” E-learning as a concept has been widely used in the academic and professional communities and has been approved as an educational approach during COVID-19. This article starts with a literature review of e-learning. Diverse subjects have appeared on the topic of e-learning, which is indicative of the dynamic and multidisciplinary nature of the field. These include analyses of (...) the most influential authors, of models and networks for bibliometric analysis, and progress towards the current research within the most critical areas. A bibliometric review analyzes data of 602 studies published in the Web of Science database to fully understand this field. The data were examined using VOSviewer, CiteSpace, and KnowledgeMatrix Plus to extract networks and bibliometric indicators about keywords, authors, organizations, and countries. The study concluded with several results within higher education. Many converging words or sub-fields of e-learning in higher education included distance learning, distance learning, interactive learning, online learning, virtual learning, computer-based learning, digital learning, and blended learning. This research is mainly focused on pedagogical techniques, particularly e-learning and collaborative learning, but these are not the only trends developing in this area. The sub-fields of artificial intelligence, machine learning, and deep learning constitute new research directions for e-learning in light of COVID-19 and are suggestive of new approaches for further analysis. (shrink)

Algerian universities rely on total quality management. TQM is one of the most successful strategic options for improving the quality of higher education. In addition, achieving academic accreditation and progress in international rankings. The study aims to address relevant contemporary issues by examining the impact of total quality management on the quality of higher education. The data were analyzed using a mixed-method approach; the study was done as a survey, with data collected via questionnaires issued to 610 students. The questionnaire (...) included Likert scale items that were quantitatively evaluated and modeled using structural equation modeling using Amos to accomplish the path analysis of the research model. Furthermore, qualitative data were acquired through interviews with 24 professors who are members of the Quality Cells, and qualitative data were evaluated using content analysis with NVivo. The study findings revealed that TQM has a direct and significant impact on the quality of graduates, scientific research, and community service in Algerian universities. The main results have been presented, and recommendations for future research are made. (shrink)