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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:

The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching
Hui‐Min Lai, Yu-Lin Hsiao, Pi-Jung Hsieh
Computers & Education (2018) Vol. 124, pp. 37-50
Closed Access | Times Cited: 115

Showing 1-25 of 115 citing articles:

How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction
Luis R. Murillo‐Zamorano, José Ángel López Sánchez, Ana Luisa Godoy-Caballero
Computers & Education (2019) Vol. 141, pp. 103608-103608
Open Access | Times Cited: 279
Experts speaking: Crucial teacher attributes for implementing blended learning in higher education
Bram Bruggeman, Jo Tondeur, Katrien Struyven, et al.
The Internet and Higher Education (2020) Vol. 48, pp. 100772-100772
Closed Access | Times Cited: 226
Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic
Ming Li, Zhonggen Yu
Sustainability (2022) Vol. 14, Iss. 3, pp. 1121-1121
Open Access | Times Cited: 199
What Do University Students Know about Sustainable Development Goals? A Realistic Approach to the Reception of this UN Program Amongst the Youth Population
Francisco Zamora‐Polo, Jesús Sánchez‐Martín, Mario Corrales Serrano, et al.
Sustainability (2019) Vol. 11, Iss. 13, pp. 3533-3533
Open Access | Times Cited: 197
Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability
Shih‐Yuan Huang, Yi-Han Kuo, Hsueh‐Chih Chen
Thinking Skills and Creativity (2020) Vol. 37, pp. 100681-100681
Closed Access | Times Cited: 179
Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework
Amir Ashrafi, Ahad Zareravasan, Sogol Rabiee Savoji, et al.
Interactive Learning Environments (2020) Vol. 30, Iss. 8, pp. 1475-1497
Closed Access | Times Cited: 161
Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom
Agus Ramdani, A. Wahab Jufri, Gunawan Gunawan, et al.
Jurnal Pendidikan IPA Indonesia (2021) Vol. 10, Iss. 2, pp. 187-199
Closed Access | Times Cited: 127
The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education
Ali Mugahed Al-Rahmi, Alina Shamsuddin, Uthman Alturki, et al.
Sustainability (2021) Vol. 13, Iss. 14, pp. 7770-7770
Open Access | Times Cited: 115
Examining the Ability, Motivation and Opportunity (AMO) framework in HRM research: Conceptualization, measurement and interactions
Anna Christina Bos-Nehles, Keith Townsend, Kenneth Cafferkey, et al.
International Journal of Management Reviews (2023) Vol. 25, Iss. 4, pp. 725-739
Open Access | Times Cited: 73
Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT
Barry Bai, Jing Wang, Ching Sing Chai
Computer Assisted Language Learning (2019), pp. 1-23
Closed Access | Times Cited: 126
How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education
Zamzami Zainuddin, Habiburrahim Habiburrahim, Safrul Muluk, et al.
Indonesian Journal of Applied Linguistics (2019) Vol. 8, Iss. 3, pp. 678-678
Open Access | Times Cited: 111
Research topics, author profiles, and collaboration networks in the top-ranked journal on educational technology over the past 40 years: a bibliometric analysis
Xieling Chen, Guoxing Yu, Gary Cheng, et al.
Journal of Computers in Education (2019) Vol. 6, Iss. 4, pp. 563-585
Open Access | Times Cited: 88
A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends?
Zamzami Zainuddin, Hussein Haruna, Xiuhan Li, et al.
On the Horizon The International Journal of Learning Futures (2019) Vol. 27, Iss. 2, pp. 72-86
Closed Access | Times Cited: 79
Flipped classroom: Challenges and benefits of using social media in English language teaching and learning
Shujun Han
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 39
Effort expectancy mediate the relationship between instructors’ digital competence and their work engagement: evidence from universities in China
Guoyuan Sang, Kai Wang, Shihua Li, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 1, pp. 99-115
Open Access | Times Cited: 27
Application of Circular Economy Techniques for Design and Development of Products through Collaborative Project-Based Learning for Industrial Engineer Teaching
Jaime González‐Domínguez, Gonzalo Sánchez‐Barroso, Francisco Zamora‐Polo, et al.
Sustainability (2020) Vol. 12, Iss. 11, pp. 4368-4368
Open Access | Times Cited: 59
A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms
Hui‐Min Lai, Pi-Jung Hsieh, Lorna Uden, et al.
Computers & Education (2021) Vol. 175, pp. 104318-104318
Closed Access | Times Cited: 53
Understanding what determines university students’ behavioral engagement in a group-based flipped learning context
Hui‐Min Lai
Computers & Education (2021) Vol. 173, pp. 104290-104290
Closed Access | Times Cited: 47
Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology
Meng Zhang, Sitong Chen
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 33
Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course
Nam Hui Kim, Hyo‐Jeong So, Young Ju Joo
Australasian Journal of Educational Technology (2021), pp. 1-19
Open Access | Times Cited: 36
Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes
Farzaneh Khodabandeh
Education and Information Technologies (2022) Vol. 28, Iss. 1, pp. 617-646
Open Access | Times Cited: 24
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective
Bronwen Deacon, Melissa Laufer, Len Ole Schäfer
British Journal of Educational Technology (2022) Vol. 54, Iss. 2, pp. 441-466
Open Access | Times Cited: 24
Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform
Kai–Yu Tang, Chun‐Hua Hsiao, Yun‐Fang Tu, et al.
Educational Technology Research and Development (2021) Vol. 69, Iss. 5, pp. 2705-2728
Open Access | Times Cited: 32
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support
Lianjiang Jiang, Ning Zang, Nan Zhou, et al.
Computer Assisted Language Learning (2021) Vol. 35, Iss. 8, pp. 1890-1919
Closed Access | Times Cited: 28
Student motivation and engagement in online language learning using virtual classrooms: Interrelationships with support, attitude and learner readiness
Lianjiang Jiang, Nan Zhou, Yuqin Yang
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 17119-17143
Closed Access | Times Cited: 4
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