Research on online faculty professional development (OFPD) in higher education has increased in recent years. As there is, nevertheless, a scarcity of quantitative investigations on research publications in this area, a bibliometric analysis of 248 publications collected from the Scopus database was conducted. Biblioshiny and VOSviewer software tools were used for descriptive and network analyses. The research results showed that the overall trend of publication in this domain increased steadily at an annual growth rate of 14.11% during the past 25 years. Journal of Asynchronous Learning Network and Computers and Education ranked the highest among journals with regard to publication number and citation number, respectively. With a total of 298 citations to his paper, Peter Shea was ranked the most impactful author while Maria Northcote, with five publications, was the most productive. In terms of geographical location of research activity, America played the leading role, with Asia emerging in this field. The publication entitled “A Research Agenda for Online Teacher Professional Development” by Dede et al. topped the list for both total citations and average yearly citations. As to recent trends, teacher professional development through online teaching was emergent partly due to the outbreak of Covid-19. Pedagogy training, online community building, and facilitating online teachers were the themes that researchers favored. The study will contribute toward better understanding of the existing literary landscape of research on OFPD given the potential of OFPD in enhancing faculty’s effectiveness in their classrooms and over the course of their teaching careers.

Studies on E-learning in higher education have been gaining increasing attention from scholars in recent years. To have an overall understanding of these scientific productions of E-learning, a bibliometric analysis was done to conduct a quantitative scientific analysis of 1985 journal articles collected from the Scopus database. All the documents were analyzed through Biblioshiny and VOSviewer software. The results revealed that publications on E-learning increased at an exponential speed with a 26.48% annual growth rate. The International Journal of Emerging Technologies in Learning was the most productive while Computer and Education was considered the most impactful journal based on total citations. Europe and the United States played the leading role by publication quantity and total citations. At the researcher level, Al-samarraie, H. was ranked the top author in terms of both productivity and h-index, while Ebner, M. was the most influential author by total citations. The main themes drawn from the cluster analysis were “distance learning”, “technology acceptance”, “teachers’ professional training and development” and “quality assessment of E-learning”, which confirmed further previous research themes. The limitations of the study and recommendations for future research conclude the paper.