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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:

Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study
Yafei Shi, Mingwen Tong, Taotao Long
Computers & Education (2021) Vol. 168, pp. 104193-104193
Closed Access | Times Cited: 96

Showing 1-25 of 96 citing articles:

Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter?
Annelies Raes
Postdigital Science and Education (2021) Vol. 4, Iss. 1, pp. 138-159
Open Access | Times Cited: 127
Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning
Qiuju Zhong, Ying Wang, Wu Lv, et al.
Sustainability (2022) Vol. 14, Iss. 9, pp. 5619-5619
Open Access | Times Cited: 40
Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis
Hongjian Liao, Qianwei Zhang, Lin Yang, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12997-13025
Open Access | Times Cited: 23
Pedagogical Applications, Prospects, and Challenges of Blended Learning in Chinese Higher Education: A Systematic Review
Muhammad Azeem Ashraf, Shorif Mollah, Shahnaz Perveen, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 29
The role of computer supported project-based learning in students’ computational thinking and engagement in robotics courses
Yang Wang
Thinking Skills and Creativity (2023) Vol. 48, pp. 101269-101269
Closed Access | Times Cited: 22
Utilizing Virtual Laboratory to Improve CNC Distance Learning of Vocational Students at Higher Education
Febri Prasetya, Budi Syahri, Bayu Rahmadhani Fajri, et al.
TEM Journal (2023), pp. 1506-1518
Open Access | Times Cited: 22
Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic
Changcheng Wu, Bin Jing, Xue‐Qing Gong, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 38
A SWOT analysis of integrating cognitive and non‐cognitive learning strategies in education
Kamal Upreti, Virendra Singh Kushwah, Prashant Vats, et al.
European Journal of Education (2024) Vol. 59, Iss. 2
Closed Access | Times Cited: 5
How using a response system in blended synchronous seminars encourages online and onsite student participation
Patricia Díaz, Stefan Hrastinski, Per Norström
Education and Information Technologies (2024)
Open Access | Times Cited: 5
Negotiating (dis-)engagement in K-12 blended learning
Nina Bergdahl, Melissa Bond
Education and Information Technologies (2021) Vol. 27, Iss. 2, pp. 2635-2660
Open Access | Times Cited: 29
Engaging Online Learners in Blended Synchronous Learning: A Systematic Literature Review
Qiyun Wang, Qian Huang
IEEE Transactions on Learning Technologies (2023) Vol. 17, pp. 594-607
Closed Access | Times Cited: 11
Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students
Nadya Rahmatunisa, Herminarto Sofyan, Rihab Wit Daryono, et al.
Journal of Education Technology (2022) Vol. 6, Iss. 1, pp. 45-55
Open Access | Times Cited: 19
Hybrid Learning for Practical-based Courses in Higher Education Organizations: A Bibliometric Analysis
Hassan Abuhassna, Fareed Awae, Diaya Ud Deen Al Zitawi, et al.
International Journal of Academic Research in Progressive Education and Development (2022) Vol. 11, Iss. 1
Open Access | Times Cited: 18
¿Presencial, online o híbrida?: Percepciones y preferencias por parte de docentes y estudiantes de educación superior
Daniel Pattier, Pedro D. Ferreira
Revista Complutense de Educación (2023) Vol. 34, Iss. 1, pp. 69-79
Open Access | Times Cited: 10
Assessment of digital skills of university MOOC instructors: a systematic quantitative study of multidimensional indicators
Shanwei Lin
Interactive Learning Environments (2025), pp. 1-21
Closed Access
Exploring the impact of blended collaborative learning on deep learning outcomes: a structural equation modeling approach
Xiu-Yi Wu
Education and Information Technologies (2025)
Closed Access
Reconstructing Multivariable Calculus Learning through Mathematical Discourse for Conceptual and Procedural Understanding
Muliawan Firdaus, Mukhtar Mukhtar
Journal Evaluation in Education (JEE) (2025) Vol. 6, Iss. 1, pp. 45-54
Closed Access
Unveiling factors affecting college students’ online self-directed learning: logit-ISM model analysis
Yifan Ji, Chengyu Zhang, Ruiyan Hao, et al.
Interactive Learning Environments (2025), pp. 1-20
Closed Access
The effectiveness of online learning activities in a blended EAP course: relationships between language proficiency, online engagement, and language performance
Ying Zhou, Simon Matthew Sheridan, Qiwei Zhang
Journal of China Computer-Assisted Language Learning (2025)
Open Access
Responsible AI in Indonesian higher education: A survey in sports education and public health programs
Syahruddin Syahruddin, Muhammad Saleh, Mailizar Mailizar, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101445-101445
Open Access
Looking for student success factors outside of the educators' scope: The effect of digital literacy, personal skills, and learning habits and conditions on self-evaluated online learning effectiveness in management education
Balázs Vaszkun, Katalin Mihalkov Szakács
The International Journal of Management Education (2025) Vol. 23, Iss. 2, pp. 101188-101188
Open Access
Technology-Driven Framework for College English Courses: If and How Mobile-Assisted Collaborative Language Learning Affects EFL Student Engagement
Yihuan Yuan, Jamalludin Harun, Boon Yew Wong, et al.
SAGE Open (2025) Vol. 15, Iss. 2
Open Access
Student and teacher perceptions of community of inquiry in hybrid virtual classrooms
Tjark Huizinga, Anne Lohuis, Judith Zwerver-Bergman, et al.
Heliyon (2022) Vol. 8, Iss. 12, pp. e12549-e12549
Open Access | Times Cited: 13
The reciprocal relationship among Chinese senior secondary students’ intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: a three-wave longitudinal study
Yongqiang Zhang, Xinrong Yang, Xiaojian Sun, et al.
ZDM (2023) Vol. 55, Iss. 2, pp. 399-412
Open Access | Times Cited: 8
Using digital educational escape rooms as a motivational review tool for Economics
Andrés Sánchez
The International Journal of Management Education (2023) Vol. 21, Iss. 3, pp. 100852-100852
Open Access | Times Cited: 8
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