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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:

Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments
Md Abdullah Al Mamun, Gwendolyn Lawrie, Tony Wright
Computers & Education (2019) Vol. 144, pp. 103695-103695
Closed Access | Times Cited: 217

Showing 1-25 of 217 citing articles:

The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic
Zhonggen Yu
International Journal of Educational Technology in Higher Education (2021) Vol. 18, Iss. 1
Open Access | Times Cited: 284
Emergency remote learning during COVID-19 crisis: Students’ engagement
Zuheir N. Khlaif, Soheil Salha, Bochra Kouraïchi
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 7033-7055
Open Access | Times Cited: 204
Let's talk evidence – The case for combining inquiry-based and direct instruction
Ton de Jong, Ard W. Lazonder, Clark A. Chinn, et al.
Educational Research Review (2023) Vol. 39, pp. 100536-100536
Open Access | Times Cited: 61
Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules
Md Abdullah Al Mamun, Gwendolyn Lawrie
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 44
Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction
Hsin‐Yu Lee, Pei-Hua Chen, Wei‐Sheng Wang, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 40
Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments
Md Abdullah Al Mamun, Gwendolyn Lawrie, Tony Wright
Computers & Education (2021) Vol. 178, pp. 104398-104398
Closed Access | Times Cited: 99
Does sociability quality of web-based collaborative learning information system influence students’ satisfaction and system usage?
Maimoona Salam, Muhammad Shoaib Farooq
International Journal of Educational Technology in Higher Education (2020) Vol. 17, Iss. 1
Open Access | Times Cited: 97
Rethinking theories of lesson plan for effective teaching and learning
Md. Hafiz Iqbal, Shamsun Akhter Siddiqie, Md. Abdul Mazid
Social Sciences & Humanities Open (2021) Vol. 4, Iss. 1, pp. 100172-100172
Open Access | Times Cited: 90
Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning
Jon‐Chao Hong, Hsien-Sheng Hsiao, Po-Hsi Chen, et al.
Computers & Education (2021) Vol. 166, pp. 104172-104172
Closed Access | Times Cited: 60
Designing for fake news literacy training: A problem-based undergraduate online-course
Christian Scheibenzuber, Sarah Hofer, Nicolae Nistor
Computers in Human Behavior (2021) Vol. 121, pp. 106796-106796
Open Access | Times Cited: 57
Customer engagement with digitalized interactive platforms in retailing
Sanjit Kumar Roy, Gaganpreet Singh, Saalem Sadeque, et al.
Journal of Business Research (2023) Vol. 164, pp. 114001-114001
Open Access | Times Cited: 39
On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education
Zohreh Saadati, Canan Perkan Zeki, Reza Vatankhah Barenji
Interactive Learning Environments (2021) Vol. 31, Iss. 5, pp. 3148-3171
Closed Access | Times Cited: 54
Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios
Csaba Deák, Baibhaw Kumar, István Szabó, et al.
Education Sciences (2021) Vol. 11, Iss. 7, pp. 319-319
Open Access | Times Cited: 48
Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence
Jing Wang, Yuqin Yang, Hongli Li, et al.
British Journal of Educational Technology (2021) Vol. 52, Iss. 4, pp. 1494-1512
Open Access | Times Cited: 47
How Do University Students’ Perceptions of the Instructor’s Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?
Rong Wang, Jiying Han, Chuanyong Liu, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 41
Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh
Shariful Islam Shakeel, Md Abdullah Al Mamun, Md Faruque Ahmed Haolader
Education and Information Technologies (2022) Vol. 28, Iss. 6, pp. 7601-7630
Open Access | Times Cited: 32
Moving Forward: International Students’ Perspectives of Online Learning Experience During the Pandemic
Liang-Hsuan Chen
International Journal of Educational Research Open (2023) Vol. 5, pp. 100276-100276
Open Access | Times Cited: 20
Students’ Attitudes to the Online University Course of Management in the Context of COVID-19
Miglena Angelova
International Journal of Technology in Education and Science (2020) Vol. 4, Iss. 4, pp. 283-292
Open Access | Times Cited: 45
Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong
Davy Tsz Kit Ng, Rebecca Reynolds, Man Yi Chan, et al.
Journal of Information Technology Education Research (2020) Vol. 19, pp. 775-802
Open Access | Times Cited: 44
Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review
Helen Crompton, Diane Burke, Katy Jordan, et al.
Journal of Research on Technology in Education (2021) Vol. 54, Iss. 3, pp. 473-489
Closed Access | Times Cited: 34
Exploring the Factors Affecting Behavioural Intention to Use Google Classroom: University Teachers’ Perspectives in Bangladesh and Nigeria
Musa Kallah Saidu, Md Abdullah Al Mamun
TechTrends (2022) Vol. 66, Iss. 4, pp. 681-696
Open Access | Times Cited: 28
Improving students' inquiry learning in web‐based environments by providing structure: Does the teacher matter or platform matter?
Yiran Cui, Guoqing Zhao, Danhui Zhang
British Journal of Educational Technology (2022) Vol. 53, Iss. 4, pp. 1049-1068
Closed Access | Times Cited: 27
ICARE Approach for Designing Online Learning Module Based on LMS
I Kadek Suartama, Luh Putu Putrini Mahadewi, Dewa Gede Hendra Divayana, et al.
International Journal of Information and Education Technology (2022) Vol. 12, Iss. 4, pp. 305-312
Open Access | Times Cited: 26
Integrating Computational Thinking Into Scaffolding Learning: An Innovative Approach to Enhance Science, Technology, Engineering, and Mathematics Hands-On Learning
Hsin‐Yu Lee, Ting‐Ting Wu, Chia‐Ju Lin, et al.
Journal of Educational Computing Research (2023) Vol. 62, Iss. 2, pp. 431-467
Closed Access | Times Cited: 16
Fostering technology integration and adaptability in higher education: Insights from the COVID-19 pandemic
Premika Farsawang, Noawanit Songkram
Contemporary Educational Technology (2023) Vol. 15, Iss. 4, pp. ep456-ep456
Open Access | Times Cited: 14
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