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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:

SENS: Network analytics to combine social and cognitive perspectives of collaborative learning
Dragan Gašević, Srécko Joksimovíc, Brendan Eagan, et al.
Computers in Human Behavior (2018) Vol. 92, pp. 562-577
Closed Access | Times Cited: 177

Showing 1-25 of 177 citing articles:

Utilising learning analytics to support study success in higher education: a systematic review
Dirk Ifenthaler, Jane Yin-Kim Yau
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1961-1990
Open Access | Times Cited: 284
Online Assessment in Higher Education: A Systematic Review
Joana Heil, Dirk Ifenthaler
Online Learning (2023) Vol. 27, Iss. 1
Open Access | Times Cited: 46
Learning theories for artificial intelligence promoting learning processes
David Gibson, Vitomir Kovanović, Dirk Ifenthaler, et al.
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1125-1146
Open Access | Times Cited: 46
Artificial Intelligence in Education: Implications for Policymakers, Researchers, and Practitioners
Dirk Ifenthaler, Rwitajit Majumdar, Pierre Gorissen, et al.
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 31
Increasing the Impact of Learning Analytics
Shane Dawson, Srécko Joksimovíc, Oleksandra Poquet, et al.
(2019), pp. 446-455
Closed Access | Times Cited: 119
Exploring the relationship between social presence and learners’ prestige in MOOC discussion forums using automated content analysis and social network analysis
Wenting Zou, Xiao Hu, Zilong Pan, et al.
Computers in Human Behavior (2020) Vol. 115, pp. 106582-106582
Closed Access | Times Cited: 112
Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning
Sanna Järvelä, Dragan Gašević, Tapio Seppänen, et al.
British Journal of Educational Technology (2020) Vol. 51, Iss. 6, pp. 2391-2406
Open Access | Times Cited: 98
Assessing individual contributions to Collaborative Problem Solving: A network analysis approach
Zachari Swiecki, A. R. Ruis, Cayley Farrell, et al.
Computers in Human Behavior (2019) Vol. 104, pp. 105876-105876
Open Access | Times Cited: 89
How do students generate ideas together in scientific creativity tasks through computer-based mind mapping?
Meng Sun, Minhong Wang, Rupert Wegerif, et al.
Computers & Education (2021) Vol. 176, pp. 104359-104359
Closed Access | Times Cited: 88
A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry
Vitor Rolim, Rafael Ferreira, Rafael Dueire Lins, et al.
The Internet and Higher Education (2019) Vol. 42, pp. 53-65
Closed Access | Times Cited: 80
Towards Collaboration Translucence
Vanessa Echeverría, Roberto Martínez‐Maldonado, Simon Buckingham Shum
(2019), pp. 1-16
Closed Access | Times Cited: 78
Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies
Rogers Kaliisa, Bart Rienties, Anders I. Mørch, et al.
Computers and Education Open (2022) Vol. 3, pp. 100073-100073
Open Access | Times Cited: 66
A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education
Ramy Elmoazen, Mohammed Saqr, Matti Tedre, et al.
IEEE Access (2022) Vol. 10, pp. 17330-17348
Open Access | Times Cited: 47
Augmenting assessment with AI coding of online student discourse: A question of reliability
Kamila Misiejuk, Rogers Kaliisa, Jennifer Scianna
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100216-100216
Open Access | Times Cited: 9
Confirmation Bias in the Era of Mobile News Consumption: The Social and Psychological Dimensions
Rich Ling
Digital Journalism (2020) Vol. 8, Iss. 5, pp. 596-604
Closed Access | Times Cited: 60
What Do You Mean by Collaboration Analytics? A Conceptual Model
Roberto Martínez‐Maldonado, Dragan Gašević, Vanessa Echeverría, et al.
Journal of Learning Analytics (2021) Vol. 8, Iss. 1, pp. 126-153
Open Access | Times Cited: 48
Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?
Alireza Mortezaei Haftador, Fatemeh Shirazi, Zinat Mohebbi
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 47
Capturing regulatory patterns in online collaborative learning: A network analytic approach
Si Zhang, Juan Chen, Yun Wen, et al.
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 1, pp. 37-66
Closed Access | Times Cited: 46
How well centrality measures capture student achievement in computer-supported collaborative learning? – A systematic review and meta-analysis
Mohammed Saqr, Ramy Elmoazen, Matti Tedre, et al.
Educational Research Review (2022) Vol. 35, pp. 100437-100437
Open Access | Times Cited: 37
Analysing interactions in online discussions through social network analysis
Dan Ye, Svoboda V. Pennisi
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 3, pp. 784-796
Open Access | Times Cited: 34
Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation
Chenglu Li, Wanli Xing, Walter L. Leite
British Journal of Educational Technology (2022) Vol. 53, Iss. 4, pp. 776-803
Closed Access | Times Cited: 34
TeamSlides: a Multimodal Teamwork Analytics Dashboard for Teacher-guided Reflection in a Physical Learning Space
Vanessa Echeverría, Lixiang Yan, Linxuan Zhao, et al.
(2024)
Open Access | Times Cited: 8
nCoder+: A Semantic Tool for Improving Recall of nCoder Coding
Zhiqiang Cai, Amanda Siebert-Evenstone, Brendan Eagan, et al.
Communications in computer and information science (2019), pp. 41-54
Closed Access | Times Cited: 44
Making sense of teacher agency for change with social and epistemic network analysis
Nataša Pantić, Sarah Galey, Lani Florian, et al.
Journal of Educational Change (2021) Vol. 23, Iss. 2, pp. 145-177
Open Access | Times Cited: 39
The dynamics of a MOOC's learner-learner interaction over time: A longitudinal network analysis
Daniela Castellanos-Reyes
Computers in Human Behavior (2021) Vol. 123, pp. 106880-106880
Closed Access | Times Cited: 37
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