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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:

Comparing student performance in blended and traditional courses: Does prior academic achievement matter?
Carlos J. Asarta, James R. Schmidt
The Internet and Higher Education (2016) Vol. 32, pp. 29-38
Closed Access | Times Cited: 109

Showing 1-25 of 109 citing articles:

The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels
Peter Strelan, Amanda J. Osborn, Edward Palmer
Educational Research Review (2020) Vol. 30, pp. 100314-100314
Closed Access | Times Cited: 369
The effect of blended learning on student performance at course-level in higher education: A meta-analysis
Hien Minh Vo, Chang Zhu, Anh Nguyet Diep
Studies In Educational Evaluation (2017) Vol. 53, pp. 17-28
Closed Access | Times Cited: 306
Unfamiliar technology: Reaction of international students to blended learning
P. W. C. Prasad, Angelika Maag, Margaret Redestowicz, et al.
Computers & Education (2018) Vol. 122, pp. 92-103
Closed Access | Times Cited: 117
Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens
Ingrid Le Roux, Lynette Nagel
International Journal of Educational Technology in Higher Education (2018) Vol. 15, Iss. 1
Open Access | Times Cited: 96
Online engagement and performance on formative assessments mediate the relationship between attendance and course performance
Chang Lu, Maria Cutumisu
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 59
Technology-supported management education: a systematic review of antecedents of learning effectiveness
Fabian Alexander Müller, Torsten Wulf
International Journal of Educational Technology in Higher Education (2020) Vol. 17, Iss. 1
Open Access | Times Cited: 62
Students’ performance in blended learning: disciplinary difference and instructional design factors
Minh Hien Vo, Chang Zhu, Anh Nguyet Diep
Journal of Computers in Education (2020) Vol. 7, Iss. 4, pp. 487-510
Closed Access | Times Cited: 52
Blended learning environments and learning outcomes: The mediating role of flow experience
Fabian Alexander Müller, Torsten Wulf
The International Journal of Management Education (2022) Vol. 20, Iss. 3, pp. 100694-100694
Closed Access | Times Cited: 29
The economics instructor’s toolbox
Julien Picault
International Review of Economics Education (2019) Vol. 30, pp. 100154-100154
Closed Access | Times Cited: 54
The associations of use of social network sites with perceived social support and loneliness
Vanessa Caba‐Machado, David McIlroy, Francisca M. Padilla Adamuz, et al.
Current Psychology (2022) Vol. 42, Iss. 17, pp. 14414-14427
Open Access | Times Cited: 23
A adaptive learning strategies in open and distance eLearning: Opportunities and challenges for quality assurance
Phineas Sebopelo
Review of Artificial Intelligence in Education (2025) Vol. 6, pp. e036-e036
Closed Access
Flipped Classrooms in Higher Education: A Meta-Analysis of Their Impact on Mathematics Performance
N. H. Haziki, Abdul Halim Abdullah, Mohd Hilmi Hamzah
Malaysian Journal of Mathematical Sciences (2025) Vol. 19, Iss. 1, pp. 125-146
Closed Access
An Exploratory Study on the Use of a Flipped Classroom Model for Supporting Inquiry-based Learning in Natural Sciences Classrooms
Lamprecht Lotter, Umesh Ramnarain
African Journal of Research in Mathematics Science and Technology Education (2025), pp. 1-14
Open Access
YouTube Videos as a Content Resource in a Flipped Class on Algebraic Geometry: An Exploratory Case Study in Graduate Mathematics Education
Sang Hyun Kim, Tanya Evans, Ofer Marmur, et al.
Advances in mathematics education (2025), pp. 269-289
Closed Access
Independent or interactive? The impact of online learning strategies on Chinese college students’ learning achievement
Xiting Zhou, Yujia Zhang, Angel Cheng, et al.
Current Psychology (2025)
Closed Access
Student performance and perceptions of anatomy and physiology across face-to-face, hybrid, and online teaching lab styles
Nicholas B. Pollock
AJP Advances in Physiology Education (2022) Vol. 46, Iss. 3, pp. 453-460
Open Access | Times Cited: 16
Factors shaping faculty online teaching competencies during the Covid-19 pandemic
Ottavia Trevisan, Marina De Rossi, Rhonda Christensen, et al.
Educational Technology Research and Development (2023)
Open Access | Times Cited: 9
Effect of blended teaching on college students' EFL acquisition
Yanan Tao, Ludan Yu, Licheng Luo, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 3
Use of learning analytics in the flipped classroom: a systematic review
Alexandro Escudero-Nahón, Emma Patricia Mercado López
Apertura (2019) Vol. 11, Iss. 2, pp. 72-85
Open Access | Times Cited: 25
Identification of Influencing Factors for Enhancing Online Learning Usage Model: Evidence from an Indian University
Sachin Ahuja, Puninder Kaur, Swayamsiddha Panda
International Journal of Education and Management Engineering (2019) Vol. 9, Iss. 2, pp. 15-24
Open Access | Times Cited: 24
Flipped pedagogy and student evaluations of teaching
Michelle Samuel
Active Learning in Higher Education (2019) Vol. 22, Iss. 2, pp. 159-168
Closed Access | Times Cited: 23
The effect of metacognitive skills training of study strategies on academic self-efficacy and academic engagement and performance of female students in Taybad
Asma Taghani, Majid Reza Razavi
Current Psychology (2021) Vol. 41, Iss. 12, pp. 8784-8792
Closed Access | Times Cited: 19
An empirical study on blended learning in higher education in “internet + ” era
Wenhui Zhao
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8705-8722
Closed Access | Times Cited: 13
Online and face-to-face composition in forming the professional competencies of technical teacher candidates with various learning style types
Hamonangan Tambunan, Marsangkap Silitonga, Uli Basa Sidabutar
Education and Information Technologies (2020) Vol. 26, Iss. 2, pp. 2017-2031
Closed Access | Times Cited: 19
Analysis on Course Scores of Learners of Online Teaching Platforms Based on Data Mining
Nan Zhou, Zhaofeng Zhang, Jing Li
Ingénierie des systèmes d information (2020) Vol. 25, Iss. 5, pp. 609-617
Open Access | Times Cited: 19
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