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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:

A meta-analysis of blended learning and technology use in higher education: from the general to the applied
R Bernard, Eugene Borokhovski, Richard F. Schmid, et al.
Journal of Computing in Higher Education (2014) Vol. 26, Iss. 1, pp. 87-122
Closed Access | Times Cited: 728

Showing 1-25 of 728 citing articles:

Blended learning: the new normal and emerging technologies
Charles D. Dziuban, Charles R. Graham, Patsy Moskal, et al.
International Journal of Educational Technology in Higher Education (2018) Vol. 15, Iss. 1
Open Access | Times Cited: 1051
Variables associated with achievement in higher education: A systematic review of meta-analyses.
Michael Schneider, Franzis Preckel
Psychological Bulletin (2017) Vol. 143, Iss. 6, pp. 565-600
Closed Access | Times Cited: 862
Mental Health Smartphone Apps: Review and Evidence-Based Recommendations for Future Developments
David Bakker, Nikolaos Kazantzis, Debra Rickwood, et al.
JMIR Mental Health (2016) Vol. 3, Iss. 1, pp. e7-e7
Open Access | Times Cited: 851
It's not about seat time: Blending, flipping, and efficiency in active learning classrooms
Paul Baepler, J. D. Walker, M. D. Driessen
Computers & Education (2014) Vol. 78, pp. 227-236
Closed Access | Times Cited: 723
What Do We Mean by Blended Learning?
Stefan Hrastinski
TechTrends (2019) Vol. 63, Iss. 5, pp. 564-569
Open Access | Times Cited: 660
Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19
Hasnan Baber
Journal of Education and e-Learning Research (2020) Vol. 7, Iss. 3, pp. 285-292
Closed Access | Times Cited: 657
Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study
Santiago Iglesías-Pradas, Ángel Hernández-García, Julián Chaparro-Peláez, et al.
Computers in Human Behavior (2021) Vol. 119, pp. 106713-106713
Open Access | Times Cited: 600
Comparing online and blended learner's self-regulated learning strategies and academic performance
Jaclyn Broadbent
The Internet and Higher Education (2017) Vol. 33, pp. 24-32
Closed Access | Times Cited: 581
The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback
Ngoc Thuy Thi Thai, Bram De Wever, Martin Valcke
Computers & Education (2017) Vol. 107, pp. 113-126
Closed Access | Times Cited: 478
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector
Yuk Ming Tang, Pen Chung Chen, Kris M. Y. Law, et al.
Computers & Education (2021) Vol. 168, pp. 104211-104211
Open Access | Times Cited: 445
Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?
Ronny Scherer, Sarah Howard, Jo Tondeur, et al.
Computers in Human Behavior (2020) Vol. 118, pp. 106675-106675
Open Access | Times Cited: 420
Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis
Li Cheng, Albert D. Ritzhaupt, Pavlo Antonenko
Educational Technology Research and Development (2018) Vol. 67, Iss. 4, pp. 793-824
Closed Access | Times Cited: 412
Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education
Claude Müller, Thoralf Mildenberger
Educational Research Review (2021) Vol. 34, pp. 100394-100394
Open Access | Times Cited: 369
The effect of blended learning on student performance at course-level in higher education: A meta-analysis
Hien Minh Vo, Chang Zhu, Anh Nguyet Diep
Studies In Educational Evaluation (2017) Vol. 53, pp. 17-28
Closed Access | Times Cited: 305
Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom
David Gross, Evava S. Pietri, Gordon Anderson, et al.
CBE—Life Sciences Education (2015) Vol. 14, Iss. 4, pp. ar36-ar36
Open Access | Times Cited: 246
Investigating student engagement in blended learning settings using experience sampling and structural equation modeling
Kristine C. Manwaring, Ross Larsen, Charles R. Graham, et al.
The Internet and Higher Education (2017) Vol. 35, pp. 21-33
Closed Access | Times Cited: 231
How is the use of technology in education evaluated? A systematic review
Jennifer W. M. Lai, Matt Bower
Computers & Education (2019) Vol. 133, pp. 27-42
Closed Access | Times Cited: 222
Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching
Michael G. Brown
The Internet and Higher Education (2016) Vol. 31, pp. 1-10
Closed Access | Times Cited: 205
The promised land of blended learning: Quizzes as a moderator
Ingrid A.E. Spanjers, Karen D. Könings, Jimmie Leppink, et al.
Educational Research Review (2015) Vol. 15, pp. 59-74
Open Access | Times Cited: 197
How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?
Dafydd Mali, Hyoung-Joo Lim
The International Journal of Management Education (2021) Vol. 19, Iss. 3, pp. 100552-100552
Open Access | Times Cited: 181
Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Lilian Anthonysamy, Ah Choo Koo, Soon-Hin Hew
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 3677-3704
Closed Access | Times Cited: 146
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives
Lucas Kohnke, Benjamin Luke Moorhouse
Open Learning The Journal of Open Distance and e-Learning (2021) Vol. 36, Iss. 3, pp. 231-244
Open Access | Times Cited: 137
ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics
Luis Manuel Sánchez Ruiz, Santiago Moll-López, Adolfo Nuñez-Pérez, et al.
Applied Sciences (2023) Vol. 13, Iss. 10, pp. 6039-6039
Open Access | Times Cited: 122
A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic
Razzaqul Ahshan
Education Sciences (2021) Vol. 11, Iss. 9, pp. 483-483
Open Access | Times Cited: 117
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?
Claude Müller, Thoralf Mildenberger, Daniel Steingruber
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 57
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