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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 online and blended learner's self-regulated learning strategies and academic performance
Jaclyn Broadbent
The Internet and Higher Education (2017) Vol. 33, pp. 24-32
Closed Access | Times Cited: 581

Showing 1-25 of 581 citing articles:

Challenges in the online component of blended learning: A systematic review
Rasheed Abubakar Rasheed, Amirrudin Kamsin, Nor Aniza Abdullah
Computers & Education (2019) Vol. 144, pp. 103701-103701
Closed Access | Times Cited: 1050
Influence of COVID-19 confinement on students’ performance in higher education
Teresa González, M.A. de la Rubia, Kajetan Piotr Hincz, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0239490-e0239490
Open Access | Times Cited: 657
A systematic review of research on online teaching and learning from 2009 to 2018
Florence Martin, Ting Sun, Carl D. Westine
Computers & Education (2020) Vol. 159, pp. 104009-104009
Open Access | Times Cited: 443
Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)
Jesús Valverde Berrocoso, María del Carmen Garrido Arroyo, Carmen Burgos Videla, et al.
Sustainability (2020) Vol. 12, Iss. 12, pp. 5153-5153
Open Access | Times Cited: 422
Investigating self-directed learning and technology readiness in blending learning environment
Shuang Geng, Kris M. Y. Law, Ben Niu
International Journal of Educational Technology in Higher Education (2019) Vol. 16, Iss. 1
Open Access | Times Cited: 411
Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective
Nadezhda Almazova, Elena Krylova, Аnna Rubtsova, et al.
Education Sciences (2020) Vol. 10, Iss. 12, pp. 368-368
Open Access | Times Cited: 281
Defining the nature of blended learning through its depiction in current research
Karen Smith, J. Donald Hill
Higher Education Research & Development (2018) Vol. 38, Iss. 2, pp. 383-397
Open Access | Times Cited: 266
Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses
Jorge Maldonado‐Mahauad, Mar Pérez‐Sanagustín, René F. Kizilcec, et al.
Computers in Human Behavior (2017) Vol. 80, pp. 179-196
Closed Access | Times Cited: 260
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis
Maria Theobald
Contemporary Educational Psychology (2021) Vol. 66, pp. 101976-101976
Open Access | Times Cited: 251
Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach
Chien-wen Shen, Jung-tsung Ho
Computers in Human Behavior (2019) Vol. 104, pp. 106177-106177
Closed Access | Times Cited: 243
Online teaching and learning in higher education: Lessons learned in crisis situations
Sarah Hofer, Nicolae Nistor, Christian Scheibenzuber
Computers in Human Behavior (2021) Vol. 121, pp. 106789-106789
Open Access | Times Cited: 216
Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning
Lilian Anthonysamy, Ah Choo Koo, Soon Hin Hew
Education and Information Technologies (2020) Vol. 25, Iss. 4, pp. 2393-2414
Closed Access | Times Cited: 204
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic
Felicitas Biwer, Wisnu Wiradhany, Mirjam oude Egbrink, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 191
Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education
Monika Hooda, Chhavi Rana, Omdev Dahiya, et al.
Mathematical Problems in Engineering (2022) Vol. 2022, pp. 1-19
Open Access | Times Cited: 178
Influence of COVID-19 confinement in students’ performance in higher education
Teresa González, Mariángeles de la Rubia, Kyle Hincz, et al.
(2020)
Open Access | Times Cited: 167
Self-regulated learning and learning analytics in online learning environments
Olga Viberg, Mohammad Khalil, Martine Baars
(2020), pp. 524-533
Closed Access | Times Cited: 141
Self–efficacy and student satisfaction in the context of blended learning courses
Rezart Prifti
Open Learning The Journal of Open Distance and e-Learning (2020) Vol. 37, Iss. 2, pp. 111-125
Open Access | Times Cited: 141
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives
Lucas Kohnke, Benjamin Luke Moorhouse
Open Learning The Journal of Open Distance and e-Learning (2021) Vol. 36, Iss. 3, pp. 231-244
Open Access | Times Cited: 137
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness
Tonny Menglun Kuo, Chin‐Chung Tsai, Jyun‐Cheng Wang
The Internet and Higher Education (2021) Vol. 51, pp. 100819-100819
Closed Access | Times Cited: 128
Active learning with online video: The impact of learning context on engagement
Kyoungwon Seo, Samuel Dodson, Negar M. Harandi, et al.
Computers & Education (2021) Vol. 165, pp. 104132-104132
Closed Access | Times Cited: 115
Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges
Isha DeCoito, Mohammed Estaiteyeh
Journal of Science Education and Technology (2022) Vol. 31, Iss. 3, pp. 340-356
Open Access | Times Cited: 114
Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning
Chun-Hsiung Huang
Education Sciences (2021) Vol. 11, Iss. 5, pp. 249-249
Open Access | Times Cited: 113
Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning
Jenny Tsun Yee Tsang, Mike K. P. So, Andy Chun Yin Chong, et al.
Education Sciences (2021) Vol. 11, Iss. 8, pp. 446-446
Open Access | Times Cited: 105
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Zhihong Xu, Yingying Zhao, Jeffrey Liew, et al.
Educational Research Review (2023) Vol. 39, pp. 100510-100510
Open Access | Times Cited: 92
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: 83
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