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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:

Student Opinions About Personalized Recommendation and Feedback Based on Learning Analytics
Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz
Technology Knowledge and Learning (2020) Vol. 25, Iss. 4, pp. 753-768
Closed Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

Artificial Intelligence and Learning Analytics in Teacher Education: A Systematic Review
Sdenka Zobeida Salas‐Pilco, Kejiang Xiao, Xinyun Hu
Education Sciences (2022) Vol. 12, Iss. 8, pp. 569-569
Open Access | Times Cited: 129
Applying ChatGPT to tackle the side effects of personal learning environments from learner and learning perspective: An interview of experts in higher education
Xiaoshu Xu, Xibing Wang, Yunfeng Zhang, et al.
PLoS ONE (2024) Vol. 19, Iss. 1, pp. e0295646-e0295646
Open Access | Times Cited: 24
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
Lisa Bardach, Robert M. Klassen, Tracy L. Durksen, et al.
Computers & Education (2021) Vol. 169, pp. 104194-104194
Open Access | Times Cited: 58
Smart MOOC integrated with intelligent tutoring: A system architecture and framework model proposal
Ramazan Yılmaz, Halil Yurdugül, Fatma Gizem Karaoğlan Yılmaz, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100092-100092
Open Access | Times Cited: 46
Feedback in K-12 and higher education: Educators’ perspectives
Flora Jin, Wei Dai, Bhagya Maheshi, et al.
Teaching and Teacher Education (2025) Vol. 156, pp. 104933-104933
Open Access | Times Cited: 1
Comparing Student Preferences for AI-Generated and Peer-Generated Feedback in AI-driven Formative Peer Assessment
Injae Shin, Seung-won Hwang, Yun Joo Yoo, et al.
(2025), pp. 159-169
Closed Access | Times Cited: 1
Learning Analytics Intervention Improves Students’ Engagement in Online Learning
Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz
Technology Knowledge and Learning (2021) Vol. 27, Iss. 2, pp. 449-460
Closed Access | Times Cited: 48
Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study
Mustafa Çevikbaş, Gabriele Kaiser
Sustainability (2022) Vol. 14, Iss. 18, pp. 11393-11393
Open Access | Times Cited: 38
Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education
Ahmet Üstün, Ke Zhang, Fatma Gizem Karaoğlan Yılmaz, et al.
Journal of Research on Technology in Education (2022) Vol. 55, Iss. 5, pp. 841-857
Closed Access | Times Cited: 28
An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings
Lanqin Zheng, Yuanyi Zhen, Jiayu Niu, et al.
Journal of Computing in Higher Education (2022) Vol. 34, Iss. 2, pp. 489-516
Open Access | Times Cited: 27
A systematic review of personalized learning in higher education: learning content structure, learning materials sequence, and learning readiness support
Lin Zhong
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 7053-7073
Closed Access | Times Cited: 22
Technology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities
Kiran Kaur, Rohaida Mohd Saat, Lieven Demeester, et al.
Contemporary Educational Technology (2025) Vol. 17, Iss. 2, pp. ep567-ep567
Closed Access
A study on the efficiency and accuracy of neural network model to optimize personalized recommendation of teaching content
Weihang Zhang, Xue Mi
Applied Mathematics and Nonlinear Sciences (2025) Vol. 10, Iss. 1
Open Access
Pre-service science teachers’ perception on using generative artificial intelligence in science education
Izida I. Ishmuradova, С. П. Жданов, Sergey V. Kondrashev, et al.
Contemporary Educational Technology (2025) Vol. 17, Iss. 3, pp. ep579-ep579
Closed Access
Personalized learning supported by learning analytics: a systematic review of functions, pathways, and educational outcomes
Ning Jing, Zhiqiang Ma, Jiajia Yao, et al.
Interactive Learning Environments (2025), pp. 1-23
Closed Access
English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support
Lianjiang Jiang, Haoran Meng, Nan Zhou
Language Teaching Research (2021) Vol. 28, Iss. 5, pp. 2026-2051
Closed Access | Times Cited: 26
Utilizing Learning Analytics to Support Students' Academic Self-efficacy and Problem-Solving Skills
Fatma Gizem Karaoğlan Yılmaz
The Asia-Pacific Education Researcher (2021) Vol. 31, Iss. 2, pp. 175-191
Closed Access | Times Cited: 25
The effect of learning analytics assisted recommendations and guidance feedback on students’ metacognitive awareness and academic achievements
Fatma Gizem Karaoğlan Yılmaz
Journal of Computing in Higher Education (2022) Vol. 34, Iss. 2, pp. 396-415
Closed Access | Times Cited: 18
The Association between Flipped Learning Readiness, Engagement, Social anxiety, and Achievement in Online Flipped Classrooms: a Structural Equational Modeling
Elif Polat, Sinan Hopcan, Tuğba Kamalı Arslantaş
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 11781-11806
Open Access | Times Cited: 18
Feedback literacy matters: unlocking the potential of learning analytics-based feedback
Mustafa Tepgeç, Joana Heil, Dirk Ifenthaler
Assessment & Evaluation in Higher Education (2024), pp. 1-17
Closed Access | Times Cited: 3
Cognitive Systems for Education: Architectures, Innovations, and Comparative Analyses
Hanane Bahassi, Mohamed Azmi, Azeddine Khiat
Procedia Computer Science (2024) Vol. 238, pp. 436-443
Open Access | Times Cited: 3
Fairness of Academic Performance Prediction for the Distribution of Support Measures for Students: Differences in Perceived Fairness of Distributive Justice Norms
Marco Lünich, Birte Keller, Frank Marcinkowski
Technology Knowledge and Learning (2023) Vol. 29, Iss. 2, pp. 1079-1107
Open Access | Times Cited: 8
Transactional distance perceptions, student engagement, and course satisfaction in flipped learning: a correlational study
Fatma Gizem Karaoğlan Yılmaz, Ke Zhang, Ahmet Üstün, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 2, pp. 447-462
Closed Access | Times Cited: 13
Cognitive versus behavioral learning analytics dashboards for supporting learner’s awareness, reflection, and learning process
Ahmed Mohamed Fahmy Yousef, Ahmed Ramadan Khatiry
Interactive Learning Environments (2021) Vol. 31, Iss. 9, pp. 5460-5476
Closed Access | Times Cited: 16
Investigation of factors affecting transactional distance in E-learning environment with artificial neural networks
Muhammed Özbey, Murat Kayri
Education and Information Technologies (2022) Vol. 28, Iss. 4, pp. 4399-4427
Open Access | Times Cited: 12
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