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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:

In search for the most informative data for feedback generation: Learning analytics in a data-rich context
Dirk Tempelaar, Bart Rienties, Bas Giesbers
Computers in Human Behavior (2014) Vol. 47, pp. 157-167
Open Access | Times Cited: 387

Showing 1-25 of 387 citing articles:

The current landscape of learning analytics in higher education
Olga Viberg, Mathias Hatakka, Olof Bälter, et al.
Computers in Human Behavior (2018) Vol. 89, pp. 98-110
Open Access | Times Cited: 561
Predicting academic performance of students from VLE big data using deep learning models
Hajra Waheed, Saeed‐Ul Hassan, Naif Radi Aljohani, et al.
Computers in Human Behavior (2019) Vol. 104, pp. 106189-106189
Open Access | Times Cited: 417
Predicting Student Performance from LMS Data: A Comparison of 17 Blended Courses Using Moodle LMS
Rianne Conijn, Chris Snijders, Ad Kleingeld, et al.
IEEE Transactions on Learning Technologies (2016) Vol. 10, Iss. 1, pp. 17-29
Closed Access | Times Cited: 321
Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores
Mushtaq Hussain, Wenhao Zhu, Wu Zhang, et al.
Computational Intelligence and Neuroscience (2018) Vol. 2018, pp. 1-21
Open Access | Times Cited: 301
A multivariate approach to predicting student outcomes in web-enabled blended learning courses
Nick Z. Zacharis
The Internet and Higher Education (2015) Vol. 27, pp. 44-53
Closed Access | Times Cited: 282
The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules
Bart Rienties, Lisette Toetenel
Computers in Human Behavior (2016) Vol. 60, pp. 333-341
Open Access | Times Cited: 282
Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy
Yousra Banoor Rajabalee, Mohammad Issack Santally
Education and Information Technologies (2020) Vol. 26, Iss. 3, pp. 2623-2656
Open Access | Times Cited: 277
Designing educational technologies in the age of AI: A learning sciences‐driven approach
Rosemary Luckin, Mutlu Cukurova
British Journal of Educational Technology (2019) Vol. 50, Iss. 6, pp. 2824-2838
Open Access | Times Cited: 252
The efficacy of learning analytics interventions in higher education: A systematic review
Anders Larrabee Sønderlund, Emily Hughes, Joanne R. Smith
British Journal of Educational Technology (2018) Vol. 50, Iss. 5, pp. 2594-2618
Closed Access | Times Cited: 204
The role of demographics in online learning; A decision tree based approach
Saman Rizvi, Bart Rienties, Shakeel Khoja
Computers & Education (2019) Vol. 137, pp. 32-47
Closed Access | Times Cited: 182
Applying learning analytics for the early prediction of students' academic performance in blended learning
Owen H.T. Lu, Anna Y.Q. Huang, Jeff Huang, et al.
(2018) Vol. 21, Iss. 2, pp. 220-232
Closed Access | Times Cited: 180
Predicting at-Risk Students at Different Percentages of Course Length for Early Intervention Using Machine Learning Models
Muhammad Adnan, Asad Habib, Jawad Ashraf, et al.
IEEE Access (2021) Vol. 9, pp. 7519-7539
Open Access | Times Cited: 151
A large-scale implementation of predictive learning analytics in higher education: the teachers’ role and perspective
Christothea Herodotou, Bart Rienties, Avinash Boroowa, et al.
Educational Technology Research and Development (2019) Vol. 67, Iss. 5, pp. 1273-1306
Open Access | Times Cited: 147
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, et al.
Educational Research Review (2022) Vol. 37, pp. 100489-100489
Open Access | Times Cited: 112
How learning analytics can early predict under-achieving students in a blended medical education course
Mohammed Saqr, Uno Fors, Matti Tedre
Medical Teacher (2017) Vol. 39, Iss. 7, pp. 757-767
Closed Access | Times Cited: 164
Student engagement and wellbeing over time at a higher education institution
Chris A. Boulton, Emily Hughes, Carmel Kent, et al.
PLoS ONE (2019) Vol. 14, Iss. 11, pp. e0225770-e0225770
Open Access | Times Cited: 144
Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates
Quan Nguyen, Bart Rienties, Lisette Toetenel, et al.
Computers in Human Behavior (2017) Vol. 76, pp. 703-714
Open Access | Times Cited: 137
Blended learning: Investigating the influence of engagement in multiple learning delivery modes on students’ performance
Reem Sulaiman Baragash, Hosam Al‐Samarraie
Telematics and Informatics (2018) Vol. 35, Iss. 7, pp. 2082-2098
Closed Access | Times Cited: 132
Does competency-based education with blockchain signal a new mission for universities?
Peter Williams
Journal of Higher Education Policy and Management (2018) Vol. 41, Iss. 1, pp. 104-117
Open Access | Times Cited: 131
Predictive power of regularity of pre-class activities in a flipped classroom
Jelena Jovanović, Negin Mirriahi, Dragan Gašević, et al.
Computers & Education (2019) Vol. 134, pp. 156-168
Open Access | Times Cited: 124
Innovative Pedagogies of the Future: An Evidence-Based Selection
Christothea Herodotou, Mike Sharples, Mark Gaved, et al.
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 123
Student profiling in a dispositional learning analytics application using formative assessment
Dirk Tempelaar, Bart Rienties, Jenna Mittelmeier, et al.
Computers in Human Behavior (2017) Vol. 78, pp. 408-420
Open Access | Times Cited: 109
Learning Analytics for 21st Century Competencies
Simon Buckingham Shum, Ruth Deakin Crick
Journal of Learning Analytics (2016) Vol. 3, Iss. 2, pp. 6-21
Open Access | Times Cited: 108
How Teachers Make Dashboard Information Actionable
Inge Molenaar, C.A.N. Knoop-van Campen
IEEE Transactions on Learning Technologies (2018) Vol. 12, Iss. 3, pp. 347-355
Open Access | Times Cited: 107
Understanding feedback in online learning – A critical review and metaphor analysis
Lasse X Jensen, Margaret Bearman, David Boud
Computers & Education (2021) Vol. 173, pp. 104271-104271
Open Access | Times Cited: 102
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