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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:

Interrelationships between and among social, teaching, and cognitive presence
Kadir Kozan, Jennifer Richardson
The Internet and Higher Education (2013) Vol. 21, pp. 68-73
Closed Access | Times Cited: 204

Showing 1-25 of 204 citing articles:

Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis
Jennifer Richardson, Yukiko Maeda, Jing Lv, et al.
Computers in Human Behavior (2017) Vol. 71, pp. 402-417
Closed Access | Times Cited: 633
Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence
Kris M. Y. Law, Shuang Geng, Tongmao Li
Computers & Education (2019) Vol. 136, pp. 1-12
Closed Access | Times Cited: 376
Factors affecting students’ learning performance through collaborative learning and engagement
Muhammad Asif Qureshi, Asadullah Khaskheli, Jawaid Ahmed Qureshi, et al.
Interactive Learning Environments (2021) Vol. 31, Iss. 4, pp. 2371-2391
Closed Access | Times Cited: 331
Social presence in online discussions as a process predictor of academic performance
Srécko Joksimovíc, Dragan Gašević, Vitomir Kovanović, et al.
Journal of Computer Assisted Learning (2015) Vol. 31, Iss. 6, pp. 638-654
Open Access | Times Cited: 257
Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment
Sebastián Molinillo, Rocío Aguilar-Illescas, Rafael Anaya‐Sánchez, et al.
Computers & Education (2018) Vol. 123, pp. 41-52
Open Access | Times Cited: 240
Conceptualizing and investigating instructor presence in online learning environments
Jennifer Richardson, Adrie A. Koehler, Erin D. Besser, et al.
The International Review of Research in Open and Distributed Learning (2015) Vol. 16, Iss. 3
Open Access | Times Cited: 193
Social Presence: Conceptualization and Measurement
Karel Kreijns, Kate M. Xu, Joshua Weidlich
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 139-170
Open Access | Times Cited: 193
Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?
Elson Szeto
Computers & Education (2014) Vol. 81, pp. 191-201
Closed Access | Times Cited: 188
The impact of COVID-19 on student motivation, community of inquiry and learning performance
Consilz Tan
Asian Education and Development Studies (2020) Vol. 10, Iss. 2, pp. 308-321
Closed Access | Times Cited: 144
Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: a case of CSIEC chatbot
Saman Ebadi, Asieh Amini
Interactive Learning Environments (2022) Vol. 32, Iss. 2, pp. 655-673
Closed Access | Times Cited: 93
Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?
Murat Turk, Benjamin C. Heddy, Robert Danielson
Computers & Education (2022) Vol. 180, pp. 104432-104432
Closed Access | Times Cited: 85
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning
Mohammadreza Farrokhnia, Abbas Taghizade, Roshan Ahmadi, et al.
The Internet and Higher Education (2025), pp. 100992-100992
Open Access | Times Cited: 2
Effects of online presence on learning performance in a blog-based online course
Jie Chi Yang, Benazir Quadir, Nian‐Shing Chen, et al.
The Internet and Higher Education (2016) Vol. 30, pp. 11-20
Closed Access | Times Cited: 142
A structural equation model of predictors of online learners’ engagement and satisfaction
Sevda Küçük, Jennifer Richardson
Online Learning (2019) Vol. 23, Iss. 2
Open Access | Times Cited: 129
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement
Moon-Heum Cho, Scott Tobias
The International Review of Research in Open and Distributed Learning (2016) Vol. 17, Iss. 2
Open Access | Times Cited: 124
On the N th presence for the Community of Inquiry framework
Kadir Kozan, Secil Caskurlu
Computers & Education (2018) Vol. 122, pp. 104-118
Closed Access | Times Cited: 118
Exploring the relationship between social presence and learners’ prestige in MOOC discussion forums using automated content analysis and social network analysis
Wenting Zou, Xiao Hu, Zilong Pan, et al.
Computers in Human Behavior (2020) Vol. 115, pp. 106582-106582
Closed Access | Times Cited: 112
Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement
Chengyuan Jia, Khe Foon Hew, Shurui Bai, et al.
Journal of Research on Technology in Education (2021) Vol. 54, Iss. 2, pp. 281-301
Closed Access | Times Cited: 97
Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation
Selcan Kilis, Zahide Yıldırım
Computers & Education (2018) Vol. 126, pp. 53-64
Open Access | Times Cited: 90
Exploring communities of inquiry in Massive Open Online Courses
Vitomir Kovanović, Srécko Joksimovíc, Oleksandra Poquet, et al.
Computers & Education (2017) Vol. 119, pp. 44-58
Open Access | Times Cited: 89
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis
Secil Caskurlu, Jennifer Richardson, Yukiko Maeda, et al.
Computers & Education (2020) Vol. 165, pp. 104111-104111
Closed Access | Times Cited: 89
Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning
Selcan Kilis, Zahide Yıldırım
Online Learning (2019) Vol. 23, Iss. 2
Open Access | Times Cited: 85
A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry
Vitor Rolim, Rafael Ferreira, Rafael Dueire Lins, et al.
The Internet and Higher Education (2019) Vol. 42, pp. 53-65
Closed Access | Times Cited: 80
Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines
Jieun Lim, Jennifer Richardson
Computers & Education (2020) Vol. 161, pp. 104063-104063
Closed Access | Times Cited: 72
A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments
Florence Martin, Tong Wu, Liyong Wan, et al.
Online Learning (2022) Vol. 26, Iss. 1
Open Access | Times Cited: 70
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