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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:

Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning
María Jesús Rodríguez‐Triana, Luis P. Prieto, Tobias Ley, et al.
International Journal of Computer-Supported Collaborative Learning (2020) Vol. 15, Iss. 4, pp. 445-467
Open Access | Times Cited: 47

Showing 1-25 of 47 citing articles:

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education
Chrysi Rapanta, Luca Botturi, Peter Goodyear, et al.
Postdigital Science and Education (2021) Vol. 3, Iss. 3, pp. 715-742
Open Access | Times Cited: 387
The educational integration of digital technologies preCovid-19: Lessons for teacher education
Jesús Valverde Berrocoso, María Rosa Fernández Sánchez, Francisco Ignacio Revuelta Domínguez, et al.
PLoS ONE (2021) Vol. 16, Iss. 8, pp. e0256283-e0256283
Open Access | Times Cited: 138
Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
Ton de Jong, Denis Gillet, María Jesús Rodríguez‐Triana, et al.
Educational Technology Research and Development (2021) Vol. 69, Iss. 2, pp. 417-444
Open Access | Times Cited: 60
Teacher–Student Interaction, Student–Student Interaction and Social Presence: Their Impacts on Learning Engagement in Online Learning Environments
Jia Miao, Jiangmei Chang, Li Ma
The Journal of Genetic Psychology (2022) Vol. 183, Iss. 6, pp. 514-526
Closed Access | Times Cited: 52
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building
Yuqin Yang, Gaoxia Zhu, Daner Sun, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 2, pp. 249-292
Open Access | Times Cited: 41
Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence
Janika Leoste, Larissa Jõgi, Tiia Õun, et al.
Computers (2021) Vol. 10, Iss. 9, pp. 110-110
Open Access | Times Cited: 43
Comparative studies between public and private Islamic schools in the era of globalization
Umi Kultsum, Muhammad Abrar Parinduri, Abdul Karim
International Journal of Evaluation and Research in Education (IJERE) (2022) Vol. 11, Iss. 1, pp. 421-421
Open Access | Times Cited: 30
Adopting technology in schools: modelling, measuring and supporting knowledge appropriation
Tobias Ley, Kairit Tammets, Edna Milena Sarmiento-Márquez, et al.
European Journal of Teacher Education (2021) Vol. 45, Iss. 4, pp. 548-571
Open Access | Times Cited: 38
Adapting to crisis and unveiling the digital shift: a systematic literature review of digital competence in education related to COVID-19
Yu Zhao, María Cruz Sánchez Gómez, Ana María Pinto Llorente, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Integrating Moral Education and Educational Information Technology: A Strategic Approach to Enhance Rural Teacher Training in Universities
Yanzhi Zhao, Mingsi Zhao, Fengyu Shi
Journal of the Knowledge Economy (2023) Vol. 15, Iss. 3, pp. 15053-15093
Closed Access | Times Cited: 10
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach
Nicolás Felipe Gutiérrez-Páez, Patrícia Santos, Davinia Hernández‐Leo, et al.
Computers & Education (2023) Vol. 201, pp. 104829-104829
Open Access | Times Cited: 8
Understanding teacher network formation amidst reform: A mixed-methods study on collaborative structure, network intentionality, closeness, and school climates
Yi‐Hwa Liou, Peter Björklund
Teaching and Teacher Education (2023) Vol. 134, pp. 104296-104296
Closed Access | Times Cited: 8
Examining the impact of teacher scaffolding in the knowledge building environment: Insights from students’ interaction patterns, social epistemic networks, and academic performance
Zuokun Li, Pey‐Tee Oon, Shaoming Chai
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 18501-18532
Closed Access | Times Cited: 2
Classroom Innovation Becoming Sustainable: A Study of Technological Innovation Adoption by Estonian Primary School Teachers
Janika Leoste, Mati Heidmets, Tobias Ley, et al.
Deleted Journal (2021), Iss. 47, pp. 144-166
Open Access | Times Cited: 15
Dynamic learning spaces—dynamic pedagogy. Students’ voices from a master’s program focusing on student active learning in a cross-institution two-campus organization
Veruska De Caro-Barek, Dag Atle Lysne, Robin Støckert, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 5
Inclusive pedagogies in digital post‐Covid‐19 higher education
Anastasia Liasidou
British Journal of Special Education (2022) Vol. 50, Iss. 1, pp. 6-27
Open Access | Times Cited: 8
ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration
María Jesús Rodríguez‐Triana, Luis P. Prieto, Yannis Dimitriadis, et al.
Journal of Learning Analytics (2021) Vol. 8, Iss. 2, pp. 22-50
Open Access | Times Cited: 11
Integrating Emerging Technologies into Higher Education – The Future Perceptions
Janika Leoste, Larissa Jõgi, Tiia Õun, et al.
(2021)
Open Access | Times Cited: 10
Teaching with Technology
Korah Wiley, Libby Gerard, Allison Bradford, et al.
Oxford University Press eBooks (2023)
Closed Access | Times Cited: 3
Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World
Wilda Susanti, Gusrio Tendra, Sri Siswati, et al.
PaperAsia (2023) Vol. 39, Iss. 6(b), pp. 63-70
Open Access | Times Cited: 3
What kind of learning designs do practitioners create for mobile learning? Lessons learnt from two in‐the‐wild case studies
Gerti Pishtari, María Jesús Rodríguez‐Triana, Luis P. Prieto, et al.
Journal of Computer Assisted Learning (2022) Vol. 40, Iss. 6, pp. 2399-2415
Closed Access | Times Cited: 5
A Digital Learning Ecosystem to Scaffold Teachers’ Learning
Kairit Tammets, Manisha Khulbe, Linda Helene Sillat, et al.
IEEE Transactions on Learning Technologies (2022) Vol. 15, Iss. 5, pp. 620-633
Open Access | Times Cited: 5
Evaluation of the use of the Moodle Platform for Fundamental Physics Lectures at University
Mutoharoh Mutoharoh, Diah Ambarwulan
Jurnal Penelitian & Pengembangan Pendidikan Fisika (2021) Vol. 7, Iss. 2, pp. 169-176
Open Access | Times Cited: 6
What Do Learning Designs Show About Pedagogical Adoption? An Analysis Approach and a Case Study on Inquiry-Based Learning
María Jesús Rodríguez‐Triana, Luis P. Prieto, Gerti Pishtari
Lecture notes in computer science (2021), pp. 275-288
Closed Access | Times Cited: 5
An online platform for teaching upper secondary school computer science
Jane Waite, Andrea Franceschini, Sue Sentance, et al.
(2021), pp. 1-7
Closed Access | Times Cited: 5
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