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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:

Teaching Novice Teachers to Enhance Learning in the Hybrid University
Magda Pischetola
Postdigital Science and Education (2021) Vol. 4, Iss. 1, pp. 70-92
Open Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

The Postdigital Learning Spaces of Higher Education
James Lamb, Lucila Carvalho, Michael Gallagher, et al.
Postdigital Science and Education (2021) Vol. 4, Iss. 1, pp. 1-12
Open Access | Times Cited: 65
Choreography and improvisation in hybrid teaching
James Lamb, Tim Fawns, Joe Noteboom, et al.
Higher Education Research & Development (2025) Vol. 44, Iss. 1, pp. 98-115
Open Access | Times Cited: 1
From classroom challenges to scholarly insights: A bibliometric analysis of novice teacher research
Beranda Ping Jin Yii, Mohd Muslim Md Zalli, Aidi Ahmi, et al.
British Educational Research Journal (2025)
Closed Access
Waste Management Training through Composting
Erma Suryani, Eka Kevin Alghiffari, Deny Hadi Siswanto
(2025) Vol. 2, Iss. 01, pp. 27-37
Closed Access
Curriculum Co-creation in a Postdigital World: Advancing Networked Learning and Engagement
Tanya Lubicz-Nawrocka, John Mackenzie Owen
Postdigital Science and Education (2022) Vol. 4, Iss. 3, pp. 793-813
Open Access | Times Cited: 17
“Here we go again”: unfolding HE students’ hybrid experience and resilience during post-covid times
Ida Fatimawati Adi Badiozaman, Adeline Ng Ling Ying, Mung Ling Voon
Asia Pacific Journal of Education (2023), pp. 1-22
Open Access | Times Cited: 8
Designing Holistic and Multivoiced Online Learning: Higher Education Actors’ Pedagogical Decisions and Perspectives
Vasiliki Papageorgiou, Edgar Meyer, Iro Ntonia
Education Sciences (2024) Vol. 14, Iss. 5, pp. 504-504
Open Access | Times Cited: 2
Re-imagining Digital Technology in Education through Critical and Neo-materialist Insights
Magda Pischetola
Digital Education Review (2021), Iss. 40, pp. 154-171
Open Access | Times Cited: 13
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space
Riikka Tumelius, Leena Kuure
Computer Assisted Language Learning (2022) Vol. 37, Iss. 7, pp. 1554-1578
Open Access | Times Cited: 8
Impact of Teaching Workload on Scientific Productivity: Multidimensional Analysis in the Complexity of a Mexican Private University
María Soledad, Héctor G. Ceballos, Sandra Martínez Pérez, et al.
Publications (2023) Vol. 11, Iss. 2, pp. 27-27
Open Access | Times Cited: 4
Valuable Features of Hybrid Teaching in a Higher Education Context
Marina Marchisio, Sergio Rabellino, Fabio Roman, et al.
Communications in computer and information science (2022), pp. 16-21
Closed Access | Times Cited: 7
Nonformal learning approaches and the professional development of teachers in higher education
Yaw Owusu‐Agyeman
Development in Learning Organizations An International Journal (2023) Vol. 38, Iss. 2, pp. 9-12
Closed Access | Times Cited: 2
Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms
Magda Pischetola, Lone Dirckinck‐Holmfeld
Research in networked learning (2021), pp. 189-210
Open Access | Times Cited: 5
In search of time: Higher education teachers' experience of an online professional development course
Giacomo Poderi, Jelena Popov, Jeppe Kilberg Møller
European Journal of Education (2024) Vol. 59, Iss. 3
Closed Access
Career success, collegiality, and the intentions of early career academics to stay in the academic profession
Yaw Owusu‐Agyeman
Mentoring & Tutoring Partnership in Learning (2024) Vol. 32, Iss. 4, pp. 440-465
Closed Access
Designing for the materialization of networked learning spaces
Magda Pischetola, Mette Wichmand, R.E. Hall, et al.
Proceedings of the International Conference on Networked Learning (2024) Vol. 13
Open Access
Rethinking and formalizing initial teacher training on learning design for and in uncertainty
Lorenza Maria Capolla, Lorella Giannandrea, Francesca Gratani, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Digital Spaces and Pedagogical Mapping
Dishari Chattaraj, Arya Parakkate Vijayaraghavan
(2024), pp. 267-315
Closed Access
‘Does it matter?’: Learning through Aesthetic Experiences in a Higher Education Communication Design Course
Stine Ejsing‐Duun, Magda Pischetola
Postdigital Science and Education (2022) Vol. 5, Iss. 3, pp. 799-822
Closed Access | Times Cited: 2
Listening to the Post-script: Intersections Between Improvisation and Indeterminacy in Music and Education
Stephanie Wilson
Postdigital Science and Education (2022) Vol. 5, Iss. 2, pp. 359-385
Open Access | Times Cited: 2
Development of teacher professionalism in inquiry learning through learning community
Risnanosanti Risnanosanti, Dian Susyla, Hasmi Suyuthie, et al.
Electronic Journal of Education Social Economics and Technology (2023) Vol. 4, Iss. 1, pp. 22-29
Open Access
The attitude of students and teachers towards MOOC usage for their academic and professional development: A comparative study of two case study sites
Suman Kalyan Panja, Atanu Banerjee, Kamal Krishna De, et al.
Tuning Journal for Higher Education (2023) Vol. 10, Iss. 2, pp. 245-270
Open Access
How to Design for the Materialisation of Networked Learning Spaces: A Cross-Case Analysis
Mette Wichmand, Magda Pischetola, Lone Dirckinck‐Holmfeld
Research in networked learning (2023), pp. 145-165
Closed Access
Perspective of High School Students and Teachers on Good Teaching: A Case Study
Alejandro Almonacid-Fierro, Eugenio Merellano-Navarro, Jonathan Andrades-Moya, et al.
Journal of Curriculum and Teaching (2023) Vol. 12, Iss. 6, pp. 242-242
Open Access
When the Learning Lab Embraces Digitalisation: The Development of a Digital Learning Lab for the SMILE Project
Marco Dautaj, Franco Chiriacò, Sergio Terzi, et al.
Communications in computer and information science (2023), pp. 270-284
Closed Access
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