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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:

“Time is the bottleneck”: a qualitative study exploring why learners drop out of MOOCs
Thommy Eriksson, Tom Adawi, Christian Stöhr
Journal of Computing in Higher Education (2016) Vol. 29, Iss. 1, pp. 133-146
Open Access | Times Cited: 177

Showing 1-25 of 177 citing articles:

Factors affecting student dropout in MOOCs: a cause and effect decision‐making model
Hanan Aldowah, Hosam Al‐Samarraie, Ahmed Ibrahim Alzahrani, et al.
Journal of Computing in Higher Education (2019) Vol. 32, Iss. 2, pp. 429-454
Closed Access | Times Cited: 182
The polarizing effect of the online flipped classroom
Christian Stöhr, Christophe Demazière, Tom Adawi
Computers & Education (2019) Vol. 147, pp. 103789-103789
Closed Access | Times Cited: 170
The role of motivation in MOOCs’ retention rates: a systematic literature review
Mehdi Badali, Javad Hatami, Seyyed Kazem Banihashem, et al.
Research and Practice in Technology Enhanced Learning (2022) Vol. 17, Iss. 1
Open Access | Times Cited: 76
Factors of dropout from MOOCs: a bibliometric review
Wei Wang, Yongyong Zhao, Yenchun Jim Wu, et al.
Library Hi Tech (2022) Vol. 41, Iss. 2, pp. 432-453
Closed Access | Times Cited: 72
Integrating micro-learning content in traditional e-learning platforms
Rebeca P. Dı́az Redondo, Manuel Caeiro Rodríguez, Juan José López Escobar, et al.
Multimedia Tools and Applications (2020) Vol. 80, Iss. 2, pp. 3121-3151
Open Access | Times Cited: 122
The MOOC dropout phenomenon and retention strategies
Joselyn Goopio, Catherine Cheung
Journal of Teaching in Travel & Tourism (2020) Vol. 21, Iss. 2, pp. 177-197
Closed Access | Times Cited: 115
Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course
Jacqueline Wong, Mohammad Khalil, Martine Baars, et al.
Computers & Education (2019) Vol. 140, pp. 103595-103595
Open Access | Times Cited: 113
Taking action to reduce dropout in MOOCs: Tested interventions
Inma Borrella, Sergio Caballero-Caballero, Eva Ponce-Cueto
Computers & Education (2021) Vol. 179, pp. 104412-104412
Closed Access | Times Cited: 61
An early warning system to identify and intervene online dropout learners
David Bañeres, M. Elena Rodríguez, Ana‐Elena Guerrero‐Roldán, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 34
The Persistence Puzzle: Bibliometric Insights into Dropout in MOOCs
Irina Daniela L. Cismasu, Bianca Cibu, Liviu‐Adrian Cotfas, et al.
Sustainability (2025) Vol. 17, Iss. 7, pp. 2952-2952
Open Access | Times Cited: 1
MOOCs for Teacher Professional Development: Reflections, and Suggested Actions
Pradeep Kumar Misra
Open Praxis (2018) Vol. 10, Iss. 1, pp. 67-67
Open Access | Times Cited: 77
Adoption intention and effectiveness of digital collaboration platforms for online learning: the Indian students’ perspective
Archana Singh, Sarika Sharma, Manisha Paliwal
Interactive Technology and Smart Education (2020) Vol. 18, Iss. 4, pp. 493-514
Closed Access | Times Cited: 70
Semantic Analysis of Learners’ Emotional Tendencies on Online MOOC Education
Ling Wang, Gongliang Hu, Tie Hua Zhou
Sustainability (2018) Vol. 10, Iss. 6, pp. 1921-1921
Open Access | Times Cited: 66
Active learners’ characterization in MOOC forums and their generated knowledge
Anat Cohen, Udi Shimony, Rafi Nachmias, et al.
British Journal of Educational Technology (2018) Vol. 50, Iss. 1, pp. 177-198
Open Access | Times Cited: 63
Analytics of Learning Strategies: Role of Course Design and Delivery Modality
Wannisa Matcha, Dragan Gašević, Nora’ayu Ahmad Uzir, et al.
Journal of Learning Analytics (2020) Vol. 7, Iss. 2, pp. 45-71
Open Access | Times Cited: 63
MOOCS for teacher professional development: exploring teachers’ perceptions and achievements
Nikolaos Koukis, Athanassios Jimoyiannis
Interactive Technology and Smart Education (2019) Vol. 16, Iss. 1, pp. 74-91
Closed Access | Times Cited: 58
Analyzing Large Collections of Open-Ended Feedback From MOOC Learners Using LDA Topic Modeling and Qualitative Analysis
Gaurav Nanda, Kerrie Douglas, David R. Waller, et al.
IEEE Transactions on Learning Technologies (2021) Vol. 14, Iss. 2, pp. 146-160
Open Access | Times Cited: 48
Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform
Ahmed Tlili, Mouna Denden, Fathi Essalmi, et al.
Interactive Learning Environments (2019) Vol. 31, Iss. 5, pp. 2529-2543
Closed Access | Times Cited: 48
Toward the development of a model of student usage of MOOCs
Eli Fianu, Craig Blewett, George Oppong Appiagyei Ampong
Education + Training (2020) Vol. 62, Iss. 5, pp. 521-541
Closed Access | Times Cited: 45
Effective design of massive open online courses for mathematics teachers to support their professional learning
Karen Hollebrands, Hollylynne S. Lee
ZDM (2020) Vol. 52, Iss. 5, pp. 859-875
Open Access | Times Cited: 44
Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis
David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al.
Computers in Human Behavior (2020) Vol. 118, pp. 106676-106676
Open Access | Times Cited: 44
Learner and instructor-related challenges for learners’ engagement in MOOCs: a review of 2014–2020 publications in selected SSCI indexed journals
Lekissa Alemayehu, Hsiu‐Ling Chen
Interactive Learning Environments (2021) Vol. 31, Iss. 5, pp. 3172-3194
Closed Access | Times Cited: 33
Strengthening the coding skills of teachers in a low dropout Python MOOC
Fotis Lazarinis, Anthi Karatrantou, Christos Panagiotakopoulos, et al.
Advances in Mobile Learning Educational Research (2022) Vol. 2, Iss. 1, pp. 187-200
Open Access | Times Cited: 27
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
Self-Regulated Learning Strategies in Continuing Education: A Systematic Review and Meta-Analysis
Yvonne M. Hemmler, Dirk Ifenthaler
Educational Research Review (2024) Vol. 45, pp. 100629-100629
Open Access | Times Cited: 5
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