Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course
Murat Kurucay, Fethi A. Inan
Computers & Education (2017) Vol. 115, pp. 20-37
Closed Access | Times Cited: 247

Showing 1-25 of 247 citing articles:

Transition to online learning during the COVID-19 pandemic
David John Lemay, Paul Bazelais, Tenzin Doleck
Computers in Human Behavior Reports (2021) Vol. 4, pp. 100130-100130
Open Access | Times Cited: 332
Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges
Wiam Elshami, Mohamed H. Taha, Mohammed Abuzaid, et al.
Medical Education Online (2021) Vol. 26, Iss. 1
Open Access | Times Cited: 294
Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh
Rodame Monitorir Napitupulu
Jurnal Inovasi Teknologi Pendidikan (2020) Vol. 7, Iss. 1, pp. 23-33
Open Access | Times Cited: 213
Instructor and student perceptions of online student engagement strategies
Doris U. Bolliger, Florence Martin
Distance Education (2018) Vol. 39, Iss. 4, pp. 568-583
Closed Access | Times Cited: 196
Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions
Yanqing Wang, Yang Cao, Shaoying Gong, et al.
Learning and Individual Differences (2022) Vol. 94, pp. 102128-102128
Closed Access | Times Cited: 166
Student perceptions of online active learning practices and online learning climate predict online course engagement
Andrew Cole, Lauren Lennon, Nicole Weber
Interactive Learning Environments (2019) Vol. 29, Iss. 5, pp. 866-880
Closed Access | Times Cited: 150
Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model
Long She, Lan Ma, Anbareen Jan, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 143
The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19
Mark Anthony Camilleri, Adriana Caterina Camilleri
Technology Knowledge and Learning (2021) Vol. 27, Iss. 4, pp. 1311-1333
Closed Access | Times Cited: 127
Student satisfaction and interaction in higher education
Wan Hoong Wong, Elaine Chapman
Higher Education (2022) Vol. 85, Iss. 5, pp. 957-978
Open Access | Times Cited: 121
Investigating the mediating role of online learning motivation in the COVID‐19 pandemic situation in Bangladesh
Md. H Asibur Rahman, Mohammad Shahab Uddin, Anamika Dey
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 6, pp. 1513-1527
Open Access | Times Cited: 105
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
Xiaomei Wei, Nadira Saab, Wilfried Admiraal
The Internet and Higher Education (2022) Vol. 56, pp. 100880-100880
Open Access | Times Cited: 98
Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability
Mohammed Almulla, Waleed Mugahed Al-Rahmi
Sustainability (2023) Vol. 15, Iss. 5, pp. 3978-3978
Open Access | Times Cited: 57
Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-COVID-19
Jie Lin, Yongliang Wang
Acta Psychologica (2024) Vol. 245, pp. 104233-104233
Open Access | Times Cited: 35
Social interaction in MOOCs: The mediating effects of immersive experience and psychological needs satisfaction
Jiaming Fang, Lufen Tang, Jingjing Yang, et al.
Telematics and Informatics (2019) Vol. 39, pp. 75-91
Closed Access | Times Cited: 95
Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?
Sebastian Strauß, Nikol Rummel
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 1, pp. 67-104
Open Access | Times Cited: 88
Student interaction and the role of the teacher in a state virtual high school: what predicts online learning satisfaction?
Yining Zhang, Chin‐Hsi Lin
Technology Pedagogy and Education (2019) Vol. 29, Iss. 1, pp. 57-71
Closed Access | Times Cited: 86
Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis
Changqin Huang, Zhongmei Han, Ming Li, et al.
Australasian Journal of Educational Technology (2021) Vol. 37, Iss. 2, pp. 81-95
Open Access | Times Cited: 86
A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments
Abdullahi Abubakar Yunusa, Irfan Naufal Umar
Education and Information Technologies (2020) Vol. 26, Iss. 1, pp. 1223-1270
Closed Access | Times Cited: 80
The role of usability on e-learning user interactions and satisfaction: a literature review
Asela Gunesekera, Yukun Bao, Mboni Kibelloh
Journal of Systems and Information Technology (2019) Vol. 21, Iss. 3, pp. 368-394
Closed Access | Times Cited: 76
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)
Si Zhang, Qianqian Gao, Mengyu Sun, et al.
Computers & Education (2022) Vol. 183, pp. 104485-104485
Closed Access | Times Cited: 68
Developing an online learner satisfaction framework in higher education through a systematic review of research
Florence Martin, Doris U. Bolliger
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 51
Factors Influencing Online Learning Satisfaction
Qiangfu Yu
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 40
Adoption of E-learning systems: An integration of ISSM and constructivism theories in higher education
Amer Mutrik Sayaf
Heliyon (2023) Vol. 9, Iss. 2, pp. e13014-e13014
Open Access | Times Cited: 39
The impact of interaction on continuous use in online learning platforms: a metaverse perspective
Wei Xu, Nan Zhang, Mingming Wang
Internet Research (2023) Vol. 34, Iss. 1, pp. 79-106
Closed Access | Times Cited: 34
The application of Moore's online learning interactions model in learning outcomes: The SOR (stimulus-organism-response) paradigm perspective
Junjie Pan, Nor Asniza Ishak, Yao Qin
Heliyon (2024) Vol. 10, Iss. 7, pp. e28505-e28505
Open Access | Times Cited: 11
Page 1 - Next Page

Scroll to top