The COVID-19 pandemic has had a significant impact on the education sector. Educational institutions must respond immediately to the transition from face-to-face learning to distance learning (including online learning and online teaching). Online learning and teaching analysis continue to grow considerably, numerous measures are explored and applied in learning. Trends and issues have emerged, indicating the variability and growth of online learning and teaching research. Therefore, this analysis aims to investigate online learning and teaching research from a bibliometric. Another objective of this research is to contribute to making the roadmap by providing information to people who will work in this field in the future. This study uses a bibliometric analysis method based on the Scopus database. Based on the title, abstract, keywords, and author, 276 research documents were successfully obtained from 2016 to 2020 for further review. This research uses bibliometric standards as a measurement of research reports, such as documents by year, documents by affiliation, documents by author, documents per year by source, documents by country or territory, documents by type, documents by finding sponsor, documents by subject area, keyword co-occurrences analysis, and author collaboration analysis. The results showed that online learning and teaching analysis has raised since 2016 and has exponentially raised considerably in 2019. The rise within the range of studies shows the importance of implementing online learning and teaching in overcoming the impact of the Covid-19 pandemic on education. The implications of this analysis area unit the mixing of online learning and teaching in varied frameworks, though several studies are conducted.
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