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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:

Critical factors towards analysing teachers' presence in on-line learning communities
Panagiotis Tsiotakis, Athanassios Jimoyiannis
The Internet and Higher Education (2015) Vol. 28, pp. 45-58
Closed Access | Times Cited: 105

Showing 1-25 of 105 citing articles:

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups
Annika Lantz-Andersson, Mona Lundin, Neil Selwyn
Teaching and Teacher Education (2018) Vol. 75, pp. 302-315
Closed Access | Times Cited: 261
The influences of an experienced instructor's discussion design and facilitation on an online learning community development: A social network analysis study
Fan Ouyang, Cassandra Scharber
The Internet and Higher Education (2017) Vol. 35, pp. 34-47
Closed Access | Times Cited: 124
The SOR (stimulus-organism-response) paradigm in online learning: an empirical study of students’ knowledge hiding perceptions
Xuesong Zhai, Minjuan Wang, Usman Ghani
Interactive Learning Environments (2019) Vol. 28, Iss. 5, pp. 586-601
Closed Access | Times Cited: 113
Interactive networks and social knowledge construction behavioral patterns in primary school teachers' online collaborative learning activities
Si Zhang, Qingtang Liu, Wenli Chen, et al.
Computers & Education (2016) Vol. 104, pp. 1-17
Closed Access | Times Cited: 111
Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities
Si Zhang, Qingtang Liu
Computers & Education (2019) Vol. 134, pp. 145-155
Closed Access | Times Cited: 108
Accumulation mechanism of opinion leaders' social interaction ties in virtual communities: Empirical evidence from China
Xiong Yang, Zhichao Cheng, En-he Liang, et al.
Computers in Human Behavior (2018) Vol. 82, pp. 81-93
Closed Access | Times Cited: 87
Teachers’ professional development in formal online communities: A scoping review
Karen Birgitte Dille, Fredrik Mørk Røkenes
Teaching and Teacher Education (2021) Vol. 105, pp. 103431-103431
Open Access | Times Cited: 85
Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis
Si Zhang, Qingtang Liu, Zhiqiang Cai
British Journal of Educational Technology (2019) Vol. 50, Iss. 6, pp. 3437-3455
Open Access | Times Cited: 81
Performance, structure and ideal identity: Reconceptualising teachers' engagement in online social spaces
James Robson
British Journal of Educational Technology (2017) Vol. 49, Iss. 3, pp. 439-450
Open Access | Times Cited: 77
Effect of Peer Interaction among Online Learning Community on Learning Engagement and Achievement
Chih‐Hung Lai, Hung-Wei Lin, Rong-Mu Lin, et al.
International Journal of Distance Education Technologies (2018) Vol. 17, Iss. 1, pp. 66-77
Closed Access | Times Cited: 69
MOOCS for teacher professional development: exploring teachers’ perceptions and achievements
Nikolaos Koukis, Athanassios Jimoyiannis
Interactive Technology and Smart Education (2019) Vol. 16, Iss. 1, pp. 74-91
Closed Access | Times Cited: 58
Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community
Matti Nelimarkka, Teemu Leinonen, Eva Durall, et al.
Computers & Education (2021) Vol. 173, pp. 104269-104269
Open Access | Times Cited: 45
Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment
Janice Marie Orcutt, Laurie P. Dringus
Online Learning (2017) Vol. 21, Iss. 3
Open Access | Times Cited: 53
Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners’ cognitive presence and learning achievements
Zhi Liu, Xi Kong, Sannyuya Liu, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8265-8288
Open Access | Times Cited: 23
The interplay of five elements of influence on educators’ PLN actions
Torrey Trust, Sarah Prestridge
Teaching and Teacher Education (2020) Vol. 97, pp. 103195-103195
Open Access | Times Cited: 35
Effect of three network visualizations on students' social‐cognitive engagement in online discussions
Fan Ouyang, Si Chen, Xu Li
British Journal of Educational Technology (2021) Vol. 52, Iss. 6, pp. 2242-2262
Open Access | Times Cited: 32
Detecting communities using social network analysis in online learning environments: Systematic literature review
Sahar Yassine, Seifedine Kadry, Miguel‐Ángel Sicilia
Wiley Interdisciplinary Reviews Data Mining and Knowledge Discovery (2021) Vol. 12, Iss. 1
Closed Access | Times Cited: 28
Mediation and Online Learning: Systematic Literature Mapping (2015–2020)
Gioconda Riofrío-Calderón, María Soledad
Sustainability (2022) Vol. 14, Iss. 5, pp. 2951-2951
Open Access | Times Cited: 19
The Influence of Using Soft Skills Information Management Platform for Training Soft Skills of a College`s Students in Chengdu, China
Xu Jin, Lu Zhu
International Journal of Sociologies and Anthropologies Science Reviews (2025) Vol. 5, Iss. 1, pp. 261-270
Closed Access
Effects of an asynchronous online data literacy intervention on pre-service and in-service educators’ beliefs, self-efficacy, and practices
Todd D. Reeves, Jui‐Ling Chiang
Computers & Education (2019) Vol. 136, pp. 13-33
Closed Access | Times Cited: 32
Principal change leadership and e-learning effectiveness: The mediating role of teachers work commitment and attitudes toward change
Suryaman Suryaman, Maulana Amirul Adha, Suharyanto Suharyanto, et al.
Jurnal Cakrawala Pendidikan (2024) Vol. 43, Iss. 1
Open Access | Times Cited: 3
Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board
Xin Wei, Y. X. Chen, Jianhua Shen, et al.
Computers & Education (2024) Vol. 217, pp. 105073-105073
Closed Access | Times Cited: 3
Mining Online Discussion Data for Understanding Teachers Reflective Thinking
Qingtang Liu, Si Zhang, Qiyun Wang, et al.
IEEE Transactions on Learning Technologies (2017) Vol. 11, Iss. 2, pp. 243-254
Closed Access | Times Cited: 31
Towards a new approach to managing teacher online learning: Learning communities as activity systems
Shan Li, Juan Zheng, Yunfeng Zheng
The Social Science Journal (2019) Vol. 58, Iss. 3, pp. 383-395
Closed Access | Times Cited: 29
Using Flipgrid to improve reflection: a collaborative online approach to coach development
John Stoszkowski, Aran Hodgkinson, Dave Collins
Physical Education and Sport Pedagogy (2020) Vol. 26, Iss. 2, pp. 167-178
Open Access | Times Cited: 24
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