VIDEO AND ONLINE LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS OF THE OPEN ACCESS SCIENTIFIC PRODUCTION, THROUGH WEB OF SCIENCE L.R. Oliveira 1 , R. Fontes 2 , J. Collus 1 , J.F. Cerisier 3 1 University of Minho (PORTUGAL) 2 University of Vigo (SPAIN) 3 University of Poitiers (FRANCE) Abstract Video is used, today and generally, as a preferential technology for the online broadcast of educational contents, in higher education. This exploratory bibliometric analysis surveys scientific publications written in English, in Open Access, in the field of Education, in the period between 2007 and 2017, considering the following topics: video, higher education, online learning, distance learning and MOOC. Three strings of searches have been used, in total, 96 publications have been identified, mainly articles in journals and respective affiliated authors, also primarily, to institutions of European countries. Keywords: Educational video, podcasting, MOOC, OCW, OER, university pedagogy, online learning, online distance education, e-learning, bibliometric review, web of science. 1 INTRODUCTION In a context of new literacies [1], it is important for us to list and problematize the place of video (educational audiovisual and educational cinema) in its intersection with online learning (MOOC- Massive Open Online Courses e DL - Distance Learning), and the universe of higher education. What research has been produced in the contemporary world about educational video at this intersection? How many documents were published, of what type and which geographical origin of the reported investigations? The art of cinema appeared 123 years ago and the golden age of educational cinema was in the 1960s and 1970s, particularly with educational television and all over the world [2]. During the 1980s, it saw some flourishment with video technologies (video reader-recorders and camcorders). However, with the advent of the personal computer, multimedia, Internet and the myth of interactivity, it declined [3]. After 2004, hybridization (merger of functions into technological gadgets) and multiusability (merger of resources in virtual spaces), with the last one duplicating the concept of multimodality (possibility of combining different formats, text, sound, fixed and moving images and objects in 2D and 3D in the same document), they defined and accelerated the concept of media. With the launch of YouTube, in 2005, educational audiovisuals exploded again. Online learning (online distance courses and support to presential learning), in its turn, appears in the late 1990s and is badged as e-learning in 2001 by the European Commission in its Official Journal [4]. Between multiple efforts of universities worldwide in order to adapt to these trends of dematerialization of educational processes — and in the attempt of capturing new publics that would make it possible to overcome the financial crisis in higher education - MIT (Massachussets Institute of Technology) went forth in 1999 with the OCW (OpenCourseWare) project. In 2002 the first 50 courses were published. It took longer for the arrival of a business model to support the free availability of content (mainly courses), which initially consisted of converting existing material into an online format [5], with video lessons, exercises, exams, notes, etc. In 2004, OCW adopts the Creative Commons license and opts for an open model called Open Educational Resources (OER), already adopted in the Forum of the Impact of Open Courseware for Higher Education in Developing Countries. In the sequence of the experience made by Stephen Downes and George Siemens with the Connectivism and Connective Knowledge/2008 course (using the Facebook, Wikis, foruns and blogs group), under which around 2 200 students took part, sees the dawn of the MOOC acronym (Massive Online Open Courses). Proceedings of INTED2019 Conference 11th-13th March 2019, Valencia, Spain ISBN: 978-84-09-08619-1 8562