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:
Research-Based Learning: Case Studies from Maastricht University
Ellen Bastiaens, Jonathan van Tilburg, Jeroen J. G. van Merriënboer
Springer eBooks (2017)
Closed Access | Times Cited: 16
Ellen Bastiaens, Jonathan van Tilburg, Jeroen J. G. van Merriënboer
Springer eBooks (2017)
Closed Access | Times Cited: 16
Showing 16 citing articles:
The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years’ reflection
Mick Healey, Alan Jenkins
The International Journal for Academic Development (2017) Vol. 23, Iss. 1, pp. 52-64
Open Access | Times Cited: 44
Mick Healey, Alan Jenkins
The International Journal for Academic Development (2017) Vol. 23, Iss. 1, pp. 52-64
Open Access | Times Cited: 44
Exploring the curricular and pedagogical decision criteria for research-based learning design in undergraduate studies
Pourya Pourhejazy, K. Robert Isaksen
Evaluation and Program Planning (2024) Vol. 103, pp. 102409-102409
Open Access | Times Cited: 3
Pourya Pourhejazy, K. Robert Isaksen
Evaluation and Program Planning (2024) Vol. 103, pp. 102409-102409
Open Access | Times Cited: 3
The role of academic major and academic year for self-determined motivation in cooperative education
Steffen Wild, Christoph Neef
Industry and Higher Education (2019) Vol. 33, Iss. 5, pp. 327-339
Closed Access | Times Cited: 18
Steffen Wild, Christoph Neef
Industry and Higher Education (2019) Vol. 33, Iss. 5, pp. 327-339
Closed Access | Times Cited: 18
Are Inductive Teaching Methods Compatible with Cognitive Load Theory?
Anna Gorbunova, Jeroen J. G. van Merriënboer, Jamie Costley
Educational Psychology Review (2023) Vol. 35, Iss. 4
Closed Access | Times Cited: 6
Anna Gorbunova, Jeroen J. G. van Merriënboer, Jamie Costley
Educational Psychology Review (2023) Vol. 35, Iss. 4
Closed Access | Times Cited: 6
Research-Based Approach to Undergraduate Chemical Engineering Education
Yara C. Almanza-Arjona, Berenice Vergara‐Porras, Beatriz García-Rivera, et al.
2022 IEEE Global Engineering Education Conference (EDUCON) (2019)
Closed Access | Times Cited: 14
Yara C. Almanza-Arjona, Berenice Vergara‐Porras, Beatriz García-Rivera, et al.
2022 IEEE Global Engineering Education Conference (EDUCON) (2019)
Closed Access | Times Cited: 14
Heuristiken für die Hochschullehre zur Förderung forschenden Lernens
Gabi Reinmann
Springer eBooks (2019), pp. 149-177
Closed Access | Times Cited: 5
Gabi Reinmann
Springer eBooks (2019), pp. 149-177
Closed Access | Times Cited: 5
Curriculare Verankerung des Forschungsnahen Lernens
Ludwig Huber
Springer eBooks (2020), pp. 9-26
Closed Access | Times Cited: 4
Ludwig Huber
Springer eBooks (2020), pp. 9-26
Closed Access | Times Cited: 4
Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions
Lisa Mordhorst, Bernd Gössling
EDeR Educational Design Research (2020) Vol. 4, Iss. 1
Open Access | Times Cited: 3
Lisa Mordhorst, Bernd Gössling
EDeR Educational Design Research (2020) Vol. 4, Iss. 1
Open Access | Times Cited: 3
Features of Project-Modular Education for Agro-Industrial Complex
Nadezhda Efremova, Margarita Finko, Pavel Gerasin, et al.
Lecture notes in networks and systems (2023), pp. 1243-1254
Closed Access | Times Cited: 1
Nadezhda Efremova, Margarita Finko, Pavel Gerasin, et al.
Lecture notes in networks and systems (2023), pp. 1243-1254
Closed Access | Times Cited: 1
Former à la démarche scientifique grâce à la pédagogie active et la formation par la recherche : cas d’une Unité d’Enseignement de chimie expérimentale
Jonathan Piard, Marine Moyon
Didactique (2024) Vol. 5, Iss. 2, pp. 151-205
Open Access
Jonathan Piard, Marine Moyon
Didactique (2024) Vol. 5, Iss. 2, pp. 151-205
Open Access
What Skills are Learned at College?
Tanya S. Martini, Lorenzo Frangella, Meghan Vandervlist
Teaching & Learning Inquiry The ISSOTL Journal (2021) Vol. 9, Iss. 2
Open Access | Times Cited: 2
Tanya S. Martini, Lorenzo Frangella, Meghan Vandervlist
Teaching & Learning Inquiry The ISSOTL Journal (2021) Vol. 9, Iss. 2
Open Access | Times Cited: 2
Grundprinzipien der legitimen peripheren Teilhabe im hochschuldidaktischen Diskurs. Lave & Wengers situiertes Lernen auf forschendes Lernen übertragen
Eileen Lübcke
Doing higher education (2020), pp. 195-215
Closed Access | Times Cited: 1
Eileen Lübcke
Doing higher education (2020), pp. 195-215
Closed Access | Times Cited: 1
Four-Component Instructional Design Model, Maastricht
Ellen Bastiaens, Jeroen J. G. van Merriënboer
Cambridge University Press eBooks (2022), pp. 101-107
Closed Access | Times Cited: 1
Ellen Bastiaens, Jeroen J. G. van Merriënboer
Cambridge University Press eBooks (2022), pp. 101-107
Closed Access | Times Cited: 1
A professionally oriented distance learning course in a foreign language as the basis for the formation of undergraduate students’ research skills
Elena N. Bakurova, Tatiana A. Parshutkina, Olga M. Kudryavtseva, et al.
Perspectives of science and education (2023) Vol. 62, Iss. 2, pp. 262-279
Open Access
Elena N. Bakurova, Tatiana A. Parshutkina, Olga M. Kudryavtseva, et al.
Perspectives of science and education (2023) Vol. 62, Iss. 2, pp. 262-279
Open Access
Implementation Models in Undergraduate Research
Harald A. Mieg, Elizabeth Ambos, Angela Brew, et al.
Cambridge University Press eBooks (2022), pp. 91-130
Closed Access
Harald A. Mieg, Elizabeth Ambos, Angela Brew, et al.
Cambridge University Press eBooks (2022), pp. 91-130
Closed Access
