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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning
Zehra Akyol, D. Randy Garrison
British Journal of Educational Technology (2010) Vol. 42, Iss. 2, pp. 233-250
Closed Access | Times Cited: 540

Showing 26-50 of 540 citing articles:

Instructors’ Perceptions of Instructor Presence in Online Learning Environments
Jennifer Richardson, Erin D. Besser, Adrie A. Koehler, et al.
The International Review of Research in Open and Distributed Learning (2016) Vol. 17, Iss. 4
Open Access | Times Cited: 126
A study of the relationship between students’ engagement and their academic performances in an eLearning environment
Yousra Banoor Rajabalee, Mohammad Issack Santally, Frank Rennie
E-Learning and Digital Media (2019) Vol. 17, Iss. 1, pp. 1-20
Open Access | Times Cited: 124
The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
Amanda J. Rockinson‐Szapkiw, Jillian L. Wendt, Mervyn Whighting, et al.
The International Review of Research in Open and Distributed Learning (2016) Vol. 17, Iss. 3
Open Access | Times Cited: 121
Strengthening dialogic peer feedback aiming for deep learning in SPOCs
Renée M. Filius, Renske A.M. de Kleijn, Sabine G. Uijl, et al.
Computers & Education (2018) Vol. 125, pp. 86-100
Open Access | Times Cited: 119
On the N th presence for the Community of Inquiry framework
Kadir Kozan, Secil Caskurlu
Computers & Education (2018) Vol. 122, pp. 104-118
Closed Access | Times Cited: 118
Social presence in the 21st century: An adjustment to the C ommunity of I nquiry framework
Alejandro Armellini, Magdalena De Stefani
British Journal of Educational Technology (2015) Vol. 47, Iss. 6, pp. 1202-1216
Open Access | Times Cited: 117
What Might Online Delivery Teach Us About Blended Management Education? Prior Perspectives and Future Directions
J. B. Arbaugh
Organizational Behavior Teaching Review (2014) Vol. 38, Iss. 6, pp. 784-817
Closed Access | Times Cited: 113
Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?
Elson Szeto, Annie Y.N. Cheng
Interactive Learning Environments (2014) Vol. 24, Iss. 3, pp. 487-503
Closed Access | Times Cited: 107
Pre-service language teachers reflection development through online interaction in a hybrid learning course
Stephen Mumford, Kenan Dikilitaş
Computers & Education (2019) Vol. 144, pp. 103706-103706
Closed Access | Times Cited: 104
Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments
Md Abdullah Al Mamun, Gwendolyn Lawrie, Tony Wright
Computers & Education (2021) Vol. 178, pp. 104398-104398
Closed Access | Times Cited: 99
Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens
Ingrid Le Roux, Lynette Nagel
International Journal of Educational Technology in Higher Education (2018) Vol. 15, Iss. 1
Open Access | Times Cited: 96
Virtual learning environment engagement and learning outcomes at a ‘bricks-and-mortar’ university
Chris A. Boulton, Carmel Kent, Hywel T. P. Williams
Computers & Education (2018) Vol. 126, pp. 129-142
Open Access | Times Cited: 94
Evaluating online learning engagement of nursing students
Stephen L. Chan, Chin‐Hsi Lin, Pui Hing Chau, et al.
Nurse Education Today (2021) Vol. 104, pp. 104985-104985
Closed Access | Times Cited: 93
What affects learner engagement in flipped learning and what predicts its outcomes?
Jihyun Lee, Taejung Park, R. O. Davis
British Journal of Educational Technology (2018) Vol. 53, Iss. 2, pp. 211-228
Closed Access | Times Cited: 89
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis
Secil Caskurlu, Jennifer Richardson, Yukiko Maeda, et al.
Computers & Education (2020) Vol. 165, pp. 104111-104111
Closed Access | Times Cited: 89
Are instructor generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception
Jill M. D’Aquila, Daphne Wang, Angela Mattia
Journal of Accounting Education (2019) Vol. 47, pp. 63-74
Closed Access | Times Cited: 85
Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning
Selcan Kilis, Zahide Yıldırım
Online Learning (2019) Vol. 23, Iss. 2
Open Access | Times Cited: 85
Analysis of Worldwide Research Trends on the Impact of Artificial Intelligence in Education
Seungsu Paek, Namhyoung Kim
Sustainability (2021) Vol. 13, Iss. 14, pp. 7941-7941
Open Access | Times Cited: 82
Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level
Joo Yeun Kim, Kyu Yon Lim
Computers & Education (2019) Vol. 138, pp. 116-129
Closed Access | Times Cited: 81
The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning
Pengyue Guo, Nadira Saab, Lin Wu, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 5, pp. 1479-1493
Closed Access | Times Cited: 81
Virtual Laboratories for Engineering Education
Oleksandr Panasiuk, Liudmyla Akimova, Olena Kuznietsova, et al.
2022 12th International Conference on Advanced Computer Information Technologies (ACIT) (2021), pp. 637-641
Closed Access | Times Cited: 74
Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines
Jieun Lim, Jennifer Richardson
Computers & Education (2020) Vol. 161, pp. 104063-104063
Closed Access | Times Cited: 72
The Effect of Blended Project-Based Learning with Stem Approach to Spatial Thinking Ability and Geographic Skill
Alfyananda Kurnia Putra, Sumarmi Sumarmi, Ifan Deffinika, et al.
International Journal of Instruction (2021) Vol. 14, Iss. 3, pp. 685-704
Open Access | Times Cited: 59
Critical thinking in the community of inquiry framework: An analysis of the theoretical model and cognitive presence coding schemes
Éva Kaczkó, Annette Ostendorf
Computers & Education (2022) Vol. 193, pp. 104662-104662
Open Access | Times Cited: 43
Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges
Muhammad Kamarul Kabilan, Nagaletchimee Annamalai
Studies In Educational Evaluation (2022) Vol. 74, pp. 101182-101182
Closed Access | Times Cited: 42

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