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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:

Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level
Joo Yeun Kim, Kyu Yon Lim
Computers & Education (2019) Vol. 138, pp. 116-129
Closed Access | Times Cited: 81

Showing 1-25 of 81 citing articles:

A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
Min Young Doo, Curtis J. Bonk, Heeok Heo
The International Review of Research in Open and Distributed Learning (2020) Vol. 21, Iss. 3
Open Access | Times Cited: 125
Exploring “Flow” in young Chinese EFL learners’ online English learning activities
Honggang Liu, Xueyan Song Xueyan Song
System (2020) Vol. 96, pp. 102425-102425
Closed Access | Times Cited: 80
The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning
Dani Ramdani, Herawati Susilo, Suhadi Suhadi, et al.
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-3-july-2022, pp. 1607-1628
Open Access | Times Cited: 43
How should reflection be supported in higher education? — A meta-analysis of reflection interventions
Lin Guo
Reflective Practice (2021) Vol. 23, Iss. 1, pp. 118-146
Closed Access | Times Cited: 51
Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns
Mark Feng Teng
System (2020) Vol. 97, pp. 102426-102426
Open Access | Times Cited: 46
Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool
Si Chen, Fan Ouyang, Pengcheng Jiao
Journal of Computer Assisted Learning (2021) Vol. 38, Iss. 1, pp. 192-208
Open Access | Times Cited: 39
Statistical Assessment on Student Engagement in Asynchronous Online Learning Using the k-Means Clustering Algorithm
Sohee Kim, Sunghee Cho, Joo Yeun Kim, et al.
Sustainability (2023) Vol. 15, Iss. 3, pp. 2049-2049
Open Access | Times Cited: 15
The effects of metacognitive scaffolding of project-based learning environments on students’ metacognitive ability and computational thinking
Cuiyu Wang, Bao-Lian Gao, Shu-Jie Chen
Education and Information Technologies (2023) Vol. 29, Iss. 5, pp. 5485-5508
Closed Access | Times Cited: 15
The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: a systematic review of empirical studies
Xiaoxuan Fang, Davy Tsz Kit Ng, Jac Ka Lok Leung, et al.
Interactive Learning Environments (2023), pp. 1-28
Open Access | Times Cited: 10
Exploring differences in learners' learning processes across collaborative knowledge construction tasks of diverse complexity: a multiple analysis
Si Zhang, Zihan Yin, Shuang Lu, et al.
Thinking Skills and Creativity (2025), pp. 101774-101774
Closed Access
Influencing factors and learning outcomes in virtual simulation learning experiences: A structural equation modeling
Young Sook Roh, Kie In Jang, Elinda Ai Lim Lee
Nurse Education Today (2025) Vol. 150, pp. 106681-106681
Closed Access
Measuring Undergraduate Students' Reliance on Generative AI During Problem-Solving: Scale Development and Validation
Chenyu Hou, Gaoxia Zhu, Vidya K. Sudarshan, et al.
Computers & Education (2025), pp. 105329-105329
Closed Access
The Influence of Learning Strategies on Students’ Learning Motivation, Engagement, and Academic Performance in the Context of Online Flipped Teaching
Juan Wu, Wu Lei, Huanhuan Yuan, et al.
SAGE Open (2025) Vol. 15, Iss. 2
Open Access
Teachers' use of online scaffolding strategies in a poly-synchronous grammar course: Effect and perception of Indonesian EFL students
Khoiriyah Khoiriyah, Muhammad Fath Mashuri
(2025) Vol. 26, Iss. 1, pp. 114-128
Closed Access
Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding
Mohamad Gilar Jatisunda, Dede Salim Nahdi
Jurnal Elemen (2020) Vol. 6, Iss. 2, pp. 228-243
Open Access | Times Cited: 24
Scaffolding vocational high school students’ computational thinking with cognitive and metacognitive prompts in learning about programmable logic controllers
Ching‐Huei Chen, Tung-Kai Liu, Kun Huang
Journal of Research on Technology in Education (2021) Vol. 55, Iss. 3, pp. 527-544
Closed Access | Times Cited: 23
Instructors’ conceptualization and implementation of scaffolding in online higher education courses
Jennifer Richardson, Secil Caskurlu, Daniela Castellanos-Reyes, et al.
Journal of Computing in Higher Education (2021) Vol. 34, Iss. 1, pp. 242-279
Open Access | Times Cited: 21
Child-driven, machine-guided: Automatic scaffolding of constructionist-inspired early literacy play
Ivan Sysoev, James H. Gray, Susan B. Fine, et al.
Computers & Education (2022) Vol. 182, pp. 104434-104434
Open Access | Times Cited: 14
The Effects of Using Scaffolding in Online Learning: A Meta-Analysis
Mingzhang Zuo, Sen Kong, Yuxia Ma, et al.
Education Sciences (2023) Vol. 13, Iss. 7, pp. 705-705
Open Access | Times Cited: 8
Can reflective interventions improve students’ academic achievement? A meta-analysis
Na Zhai, Yong Huang, Xiaomei Ma, et al.
Thinking Skills and Creativity (2023) Vol. 49, pp. 101373-101373
Closed Access | Times Cited: 7
The sub-dimensions of metacognition and their influence on modeling competency
Riyan Hidayat, Hermandra, Sharon Tie Ding Ying
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 7
Need for metacognition and critical thinking in the e‐learning ecosystem: The new normal in post Covid era
Priyanka Gupta, Umesh Bamel
Global Business and Organizational Excellence (2023) Vol. 43, Iss. 1, pp. 104-120
Closed Access | Times Cited: 7
Effects of scaffolding and inner speech on learning motivation, flexible thinking and academic achievement in the technology-enhanced learning environment
Jue Yu, Hoisoo Kim, Xiaoli Zheng, et al.
Learning and Motivation (2024) Vol. 86, pp. 101982-101982
Open Access | Times Cited: 2
Promoting elementary school students’ programming learning: Effects of metacognitive vs. cognitive scaffolding
Yi-Pin Huang, Hoisoo Kim, Yingying Pan, et al.
Journal of Research on Technology in Education (2024), pp. 1-16
Closed Access | Times Cited: 2
Exploring Novice Programmers' Hint Requests in an Intelligent Block-Based Coding Environment
Joseph B. Wiggins, Fahmid Morshed Fahid, Andrew Emerson, et al.
(2021), pp. 52-58
Closed Access | Times Cited: 14
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