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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:

Inclusive dyslexia-friendly collaborative online learning environment: Malaysia case study
Loren Pang, Chen Chwen Jen
Education and Information Technologies (2017) Vol. 23, Iss. 3, pp. 1023-1042
Open Access | Times Cited: 38

Showing 1-25 of 38 citing articles:

Developing key competences
Tomáš Bezouška, Petra Konečná, Martin Žáček, et al.
(2024)
Open Access | Times Cited: 14
Why do we teach chemistry? - considerations of future teachers
Małgorzata Nodzyńska-Moroń, Vanessa Bočková, Petr Flosman, et al.
(2024), pp. 119-126
Open Access | Times Cited: 13
TLC in the experimental preparation of future chemistry teachers
Václav Richtr, Anna Vaňová, Matěj Žemlička
(2024), pp. 127-138
Open Access | Times Cited: 13
Investigating Issues and Needs of Dyslexic Students at University: Proof of Concept of an Artificial Intelligence and Virtual Reality-Based Supporting Platform and Preliminary Results
Andrea Zingoni, Juri Taborri, Valentina Panetti, et al.
Applied Sciences (2021) Vol. 11, Iss. 10, pp. 4624-4624
Open Access | Times Cited: 36
Mediation and Online Learning: Systematic Literature Mapping (2015–2020)
Gioconda Riofrío-Calderón, María Soledad
Sustainability (2022) Vol. 14, Iss. 5, pp. 2951-2951
Open Access | Times Cited: 19
Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic
Joanna Zawadka, Aneta Miękisz, Iwona Nowakowska, et al.
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 6973-6994
Open Access | Times Cited: 26
ADPS—A Prescreening Tool for Students With Dyslexia in Learning Traditional Chinese
Ka Yan Fung, Kit-Yi Tang, Tze Leung Rick Lui, et al.
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1454-1470
Closed Access | Times Cited: 3
The learning experiences of dyslexic medical students during the COVID-19 pandemic: a phenomenological study
Sebastian C. K. Shaw, Laura R. Hennessy, John L. Anderson
Advances in Health Sciences Education (2021) Vol. 27, Iss. 1, pp. 107-124
Open Access | Times Cited: 21
Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic
Paul Chesterton, Mark Richardson, Craig Tears
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 16
The use of ICT in the education of students with dyslexia
Taxiarchis Vouglanis
Magna Scientia Advanced Research and Reviews (2023) Vol. 8, Iss. 2, pp. 141-149
Open Access | Times Cited: 8
Expectations for success: Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education
Melissa Cain, Melissa Fanshawe
Australasian Journal of Educational Technology (2021), pp. 137-151
Open Access | Times Cited: 14
Student‐generated memes as a way to facilitate online discussion for adult learners
Xi Lin, Qi Sun
Psychology in the Schools (2023) Vol. 60, Iss. 12, pp. 4826-4840
Open Access | Times Cited: 4
What is the appropriate methodology for Generation Z (and Generation Alpha) education?
Renata Holubová
(2024), pp. 65-80
Open Access | Times Cited: 1
Students’ expectations of instructors in face-to-face and online learning environments at a Chinese university
Xi Lin, Mingyu Huang, Qiuhan Lin
E-Learning and Digital Media (2023) Vol. 21, Iss. 2, pp. 160-179
Closed Access | Times Cited: 2
Student Perception of Usability: A Metric for Evaluating the Benefit When Adapting e-Learning to the Needs of Students with Dyslexia
Weam Gaoud Alghabban, Robert Hendley
(2021), pp. 207-219
Open Access | Times Cited: 5
Asynchronous Environments in Online Courses
Barış Mercimek, Cansu Çaka
Advances in mobile and distance learning book series (2021), pp. 96-116
Closed Access | Times Cited: 5
Be or not to be a reflective teacher? Reflection as a dominant quality of the teacher’s work – a pilot study
Małgorzata Krzeczkowska, Agata Augustinovič
(2024), pp. 81-95
Open Access
Development of algorithmic thinking through mathematical tasks
Tomáš Bezouška, Petra Konečná, Martin Žáček
(2024), pp. 7-19
Open Access
Readiness of the Czech school environment for the implementation of the Computational thinking principle
Martin Žáček, Pavel Smolka
(2024), pp. 149-161
Open Access
Teaching carbohydrates at the secondary school using the TASC method
Alena Šrámova, Jan Hrdlička
(2024), pp. 139-148
Open Access
Teaching the subject Applied Chemistry using flipped classroom method
Hana Cídlová, Jana Horská
(2024), pp. 20-32
Open Access
Dyslexia and Chemistry Teaching
Hana Cídlová, Lucie Měcháčková, Anna Bayerová
(2024), pp. 33-50
Open Access
Opportunities and obstacles to the implementation of integrated teaching from teachers’ point of view
Markéta Dobečková, Dana Kričfaluši
(2024), pp. 51-64
Open Access
Innovative strategies for the assessment of geology in secondary education
Andrea Lešková, Ivana Andraščíková, Anna Mišianiková, et al.
(2024), pp. 96-109
Open Access
Do we need knowledge of chemistry in everyday life?
Małgorzata Nodzyńska
(2024), pp. 110-118
Open Access
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