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 perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases
Khe Foon Hew
Instructional Science (2014) Vol. 43, Iss. 1, pp. 19-38
Closed Access | Times Cited: 102
Khe Foon Hew
Instructional Science (2014) Vol. 43, Iss. 1, pp. 19-38
Closed Access | Times Cited: 102
Showing 1-25 of 102 citing articles:
Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses
Florence Martin, Chuang Wang, Ayesha Sadaf
The Internet and Higher Education (2018) Vol. 37, pp. 52-65
Closed Access | Times Cited: 326
Florence Martin, Chuang Wang, Ayesha Sadaf
The Internet and Higher Education (2018) Vol. 37, pp. 52-65
Closed Access | Times Cited: 326
Othering in online learning: an examination of social presence, identity, and sense of community
Krystle Phirangee, Alesia Malec
Distance Education (2017) Vol. 38, Iss. 2, pp. 160-172
Closed Access | Times Cited: 142
Krystle Phirangee, Alesia Malec
Distance Education (2017) Vol. 38, Iss. 2, pp. 160-172
Closed Access | Times Cited: 142
Improving argumentative writing: Effects of a blended learning approach and gamification
Yau Wai Lam, Khe Foon Hew, Thomas K. F. Chiu
Language learning & technology (2018) Vol. 22, Iss. 1, pp. 97-118
Closed Access | Times Cited: 120
Yau Wai Lam, Khe Foon Hew, Thomas K. F. Chiu
Language learning & technology (2018) Vol. 22, Iss. 1, pp. 97-118
Closed Access | Times Cited: 120
Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums
Alyssa Friend Wise, Yi Cui
Computers & Education (2018) Vol. 122, pp. 221-242
Closed Access | Times Cited: 102
Alyssa Friend Wise, Yi Cui
Computers & Education (2018) Vol. 122, pp. 221-242
Closed Access | Times Cited: 102
The different relationships between engagement and outcomes across participant subgroups in Massive Open Online Courses
Qiujie Li, Rachel Baker
Computers & Education (2018) Vol. 127, pp. 41-65
Open Access | Times Cited: 95
Qiujie Li, Rachel Baker
Computers & Education (2018) Vol. 127, pp. 41-65
Open Access | Times Cited: 95
Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation
Glyn Thomas, Stephen J. Thorpe
Interactive Learning Environments (2018) Vol. 27, Iss. 1, pp. 62-71
Open Access | Times Cited: 92
Glyn Thomas, Stephen J. Thorpe
Interactive Learning Environments (2018) Vol. 27, Iss. 1, pp. 62-71
Open Access | Times Cited: 92
Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses
Florence Martin, Chuang Wang, Ayesha Sadaf
Online Learning (2020) Vol. 24, Iss. 1
Open Access | Times Cited: 82
Florence Martin, Chuang Wang, Ayesha Sadaf
Online Learning (2020) Vol. 24, Iss. 1
Open Access | Times Cited: 82
Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education
Lui-Kwan Ng, Chung Kwan Lo
Sustainability (2022) Vol. 14, Iss. 9, pp. 5428-5428
Open Access | Times Cited: 42
Lui-Kwan Ng, Chung Kwan Lo
Sustainability (2022) Vol. 14, Iss. 9, pp. 5428-5428
Open Access | Times Cited: 42
Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours
Krystle Phirangee, Carrie Demmans Epp, Jim Hewitt
Online Learning (2016) Vol. 20, Iss. 2
Open Access | Times Cited: 76
Krystle Phirangee, Carrie Demmans Epp, Jim Hewitt
Online Learning (2016) Vol. 20, Iss. 2
Open Access | Times Cited: 76
Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection
Eunjung Oh, Wenhao David Huang, Amir Mehdiabadi, et al.
Journal of Computing in Higher Education (2018) Vol. 30, Iss. 3, pp. 489-509
Closed Access | Times Cited: 62
Eunjung Oh, Wenhao David Huang, Amir Mehdiabadi, et al.
Journal of Computing in Higher Education (2018) Vol. 30, Iss. 3, pp. 489-509
Closed Access | Times Cited: 62
How Do University Students’ Perceptions of the Instructor’s Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?
Rong Wang, Jiying Han, Chuanyong Liu, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 41
Rong Wang, Jiying Han, Chuanyong Liu, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 41
Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic
Dirgha Raj Joshi, K. P. Adhikari, Bishnu Khanal, et al.
PLoS ONE (2022) Vol. 17, Iss. 11, pp. e0278052-e0278052
Open Access | Times Cited: 35
Dirgha Raj Joshi, K. P. Adhikari, Bishnu Khanal, et al.
PLoS ONE (2022) Vol. 17, Iss. 11, pp. e0278052-e0278052
Open Access | Times Cited: 35
Investigating factors affecting learning satisfaction and perceived learning in flipped classrooms: the mediating effect of interaction
Guan-Yu Lin, Yi‐Shun Wang, Yong Ni Lee
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 5759-5780
Open Access | Times Cited: 33
Guan-Yu Lin, Yi‐Shun Wang, Yong Ni Lee
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 5759-5780
Open Access | Times Cited: 33
Evaluation of Developing Educational Chatbots Based on the Seven Principles for Good Teaching
Donn Emmanuel Gonda, Jing Luo, Yiu-Lun Wong, et al.
(2018), pp. 446-453
Closed Access | Times Cited: 56
Donn Emmanuel Gonda, Jing Luo, Yiu-Lun Wong, et al.
(2018), pp. 446-453
Closed Access | Times Cited: 56
What if online students take on the responsibility: Students’ cognitive presence and peer facilitation techniques
Ye Chen, Jing Lei, Jiaming Cheng
Online Learning (2019) Vol. 23, Iss. 1
Open Access | Times Cited: 52
Ye Chen, Jing Lei, Jiaming Cheng
Online Learning (2019) Vol. 23, Iss. 1
Open Access | Times Cited: 52
Exploring the Relationship Between Social Interaction, Cognitive Processing and Learning Achievements in a MOOC Discussion Forum
Zhi Liu, Ning Zhang, Xian Peng, et al.
Journal of Educational Computing Research (2021) Vol. 60, Iss. 1, pp. 132-169
Closed Access | Times Cited: 33
Zhi Liu, Ning Zhang, Xian Peng, et al.
Journal of Educational Computing Research (2021) Vol. 60, Iss. 1, pp. 132-169
Closed Access | Times Cited: 33
The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions
Allison Zengilowski, Jeonghyun Lee, Rachel Gaines, et al.
Linguistics and Education (2023) Vol. 73, pp. 101142-101142
Open Access | Times Cited: 13
Allison Zengilowski, Jeonghyun Lee, Rachel Gaines, et al.
Linguistics and Education (2023) Vol. 73, pp. 101142-101142
Open Access | Times Cited: 13
Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review
Hong Sen Loh, Gabrielle Martins van Jaarsveld, Canan Mesutoğlu, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Hong Sen Loh, Gabrielle Martins van Jaarsveld, Canan Mesutoğlu, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Effects of different types of instructor comments in online discussions
Kyungbin Kwon, Su Jin Park, Suhkyung Shin, et al.
Distance Education (2019) Vol. 40, Iss. 2, pp. 226-242
Closed Access | Times Cited: 37
Kyungbin Kwon, Su Jin Park, Suhkyung Shin, et al.
Distance Education (2019) Vol. 40, Iss. 2, pp. 226-242
Closed Access | Times Cited: 37
Enhancing Teaching Through Asynchronous Professional Development Programmes
Yuan Yuan
Advances in higher education and professional development book series (2025), pp. 321-362
Closed Access
Yuan Yuan
Advances in higher education and professional development book series (2025), pp. 321-362
Closed Access
Exploring the gap between students’ and teachers’ perceptions of online learning interaction
Teresa To, Diem Thi Ngoc Hoang, Linh Thủy Nguyễn, et al.
Policy Futures in Education (2025)
Closed Access
Teresa To, Diem Thi Ngoc Hoang, Linh Thủy Nguyễn, et al.
Policy Futures in Education (2025)
Closed Access
Exploring peer facilitation and critical thinking in asynchronous online discussions: A lag sequential analysis approach
Erqi Zhang, Zhaoli Zhang, Hai Liu, et al.
British Journal of Educational Technology (2025)
Closed Access
Erqi Zhang, Zhaoli Zhang, Hai Liu, et al.
British Journal of Educational Technology (2025)
Closed Access
Learning management system and course influences on student actions and learning experiences
Carrie Demmans Epp, Krystle Phirangee, Jim Hewitt, et al.
Educational Technology Research and Development (2020) Vol. 68, Iss. 6, pp. 3263-3297
Closed Access | Times Cited: 32
Carrie Demmans Epp, Krystle Phirangee, Jim Hewitt, et al.
Educational Technology Research and Development (2020) Vol. 68, Iss. 6, pp. 3263-3297
Closed Access | Times Cited: 32
Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method
Carrie Demmans Epp, Krystle Phirangee, Jim Hewitt
Online Learning (2017) Vol. 21, Iss. 4
Open Access | Times Cited: 31
Carrie Demmans Epp, Krystle Phirangee, Jim Hewitt
Online Learning (2017) Vol. 21, Iss. 4
Open Access | Times Cited: 31
Analysing peer feedback in asynchronous online discussions: A case study
Soon Yen Foo
Education and Information Technologies (2021) Vol. 26, Iss. 4, pp. 4553-4572
Closed Access | Times Cited: 23
Soon Yen Foo
Education and Information Technologies (2021) Vol. 26, Iss. 4, pp. 4553-4572
Closed Access | Times Cited: 23
