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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:

Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning
Steven M. Ross, Gary R. Morrison, Deborah L. Lowther
Contemporary Educational Technology (2010) Vol. 1, Iss. 1
Open Access | Times Cited: 262

Showing 26-50 of 262 citing articles:

Evolution and use of mobile devices in higher education: A case study in Portuguese Higher Education Institutions between 2009/2010 and 2014/2015
Fernando Moreira, Maria João Ferreira, Carla Santos Pereira, et al.
Telematics and Informatics (2016) Vol. 34, Iss. 6, pp. 838-852
Open Access | Times Cited: 65
Educational Games in Practice The Challenges Involved in Conducting a Game-Based Curriculum
Björn Berg Marklund, Anna-Sofia Alklind Taylor
The Electronic Journal of e-Learning (2016) Vol. 14, Iss. 2, pp. 122-135
Closed Access | Times Cited: 64
A systematic map of research characteristics in studies on augmented reality and cognitive load
Josef Buchner, Katja Buntins, Michael Kerres
Computers and Education Open (2021) Vol. 2, pp. 100036-100036
Open Access | Times Cited: 52
Do technological knowledge and game-based learning promote students achievement: lesson from Indonesia
Cipto Wardoyo, Yogi Dwi Satrio, Bagus Shandy Narmaditya, et al.
Heliyon (2021) Vol. 7, Iss. 11, pp. e08467-e08467
Open Access | Times Cited: 47
The switch to online teaching during the first COVID-19 lockdown: A comparative study at four European universities
Tomas Kaqinari, Elena Makarova, Jacques Audran, et al.
Journal of University Teaching and Learning Practice (2021) Vol. 18, Iss. 5
Open Access | Times Cited: 41
Data for Flipped Classroom Design: Using Student Feedback to Identify the Best Components from Online and Face-to-Face Classes
Thad Crews, Jeff Butterfield
Higher Education Studies (2014) Vol. 4, Iss. 3
Open Access | Times Cited: 66
Educational technology research trends from 2002 to 2014
Özlem Baydaş, Sevda Küçük, Rabia Meryem Yılmaz, et al.
Scientometrics (2015) Vol. 105, Iss. 1, pp. 709-725
Closed Access | Times Cited: 62
The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course
Jacqueline E. McLaughlin, Nastaran Gharkholonarehe, Julia Khanova, et al.
American Journal of Pharmaceutical Education (2015) Vol. 79, Iss. 2, pp. 24-24
Open Access | Times Cited: 59
Technology-enhanced learning in coaching: a review of literature
Christopher J. Cushion, Robert Townsend
Educational Review (2018) Vol. 71, Iss. 5, pp. 631-649
Open Access | Times Cited: 59
Revisit the Effect of Teaching and Learning with Technology.
Yuan Hsuan Lee, Hersholt C. Waxman, Jiun‐Yu Wu, et al.
Educational Technology & Society (2013) Vol. 16, Iss. 1, pp. 133-146
Closed Access | Times Cited: 58
Technology practices: Confirmatory factor analysis and exploration of teachers' technology integration in subject areas
Sarah Howard, Amy Chan, Adrian Mozejko, et al.
Computers & Education (2015) Vol. 90, pp. 24-35
Closed Access | Times Cited: 55
The effect of different usage of the educational programming language in programming education on the programming anxiety and achievement
Faruk Demir
Education and Information Technologies (2021) Vol. 27, Iss. 3, pp. 4171-4194
Closed Access | Times Cited: 37
The goals and methods of educational technology research over a quarter century (1989–2014)
Thomas C. Reeves, Eunjung Oh
Educational Technology Research and Development (2016) Vol. 65, Iss. 2, pp. 325-339
Closed Access | Times Cited: 47
Methodological capacity within the field of “educational technology” research: an initial investigation
Scott Bulfin, Michael Henderson, Nicola F. Johnson, et al.
British Journal of Educational Technology (2014) Vol. 45, Iss. 3, pp. 403-414
Closed Access | Times Cited: 44
Publication Trends Over 10 Years of Computational Thinking Research
Ulaş İLİÇ, Halil İbrahim Haseski, Ufuk Tuğtekin
Contemporary Educational Technology (2018) Vol. 9, Iss. 2, pp. 131-153
Open Access | Times Cited: 43
New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment
Abhishek Bhati, Insu Song
International Journal of Emerging Technologies in Learning (iJET) (2019) Vol. 14, Iss. 07, pp. 179-179
Open Access | Times Cited: 41
A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support
Tomas Kaqinari, Elena Makarova, Jacques Audran, et al.
Education Sciences (2022) Vol. 12, Iss. 9, pp. 607-607
Open Access | Times Cited: 20
Confronting an augmented reality
James H. Steele, John Hedberg, Robert Fitzgerald, et al.
Research in Learning Technology (2012) Vol. 20, Iss. sup1, pp. 19189-19189
Open Access | Times Cited: 39
Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education
Matt P. Stevenson, Rikke Hartmeyer, Peter Bentsen
Educational Research Review (2017) Vol. 21, pp. 1-16
Closed Access | Times Cited: 39
Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames
Joshua Weidlich, Aron Fink, Ioana Jivet, et al.
Journal of Computer Assisted Learning (2024)
Open Access | Times Cited: 3
Process Knowledge Value Proposition in Business Process Management
Małgorzata Pańkowska
Decision Making in Manufacturing and Services (2025), pp. 9-25
Open Access
¿Qué debemos aprender de las pasadas investigaciones en Tecnología Educativa?
Julio Cabero Almenara
Revista Interuniversitaria de Investigación en Tecnología Educativa (2016)
Open Access | Times Cited: 31
Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness
Jeff C. Marshall, Julie Smart, Daniel M. Alston
Teaching and Teacher Education (2016) Vol. 59, pp. 159-168
Closed Access | Times Cited: 28
Design principles for fostering pedagogical provenance through research in technology supported learning
Keith Turvey, Norbert Pachler
Computers & Education (2019) Vol. 146, pp. 103736-103736
Open Access | Times Cited: 28
relevance of national education goals to the guidance of the Al-Quran and Al-Hadith
Abd. Basir, Sufian Suri, Andri Nirwana, et al.
Linguistics and Culture Review (2022) Vol. 6, pp. 122-137
Open Access | Times Cited: 15

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