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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:

The role of self-regulated learning in students' success in flipped undergraduate math courses
Zhiru Sun, Kui Xie, Lynley H. Anderman
The Internet and Higher Education (2017) Vol. 36, pp. 41-53
Closed Access | Times Cited: 276

Showing 1-25 of 276 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
Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis
Li Cheng, Albert D. Ritzhaupt, Pavlo Antonenko
Educational Technology Research and Development (2018) Vol. 67, Iss. 4, pp. 793-824
Closed Access | Times Cited: 410
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics
Gwo‐Jen Hwang, Shengyuan Wang, Chiu‐Lin Lai
Computers & Education (2020) Vol. 160, pp. 104031-104031
Closed Access | Times Cited: 219
Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments
Md Abdullah Al Mamun, Gwendolyn Lawrie, Tony Wright
Computers & Education (2019) Vol. 144, pp. 103695-103695
Closed Access | Times Cited: 217
Self-regulated learning support in flipped learning videos enhances learning outcomes
David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al.
Computers & Education (2020) Vol. 158, pp. 104000-104000
Open Access | Times Cited: 181
Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study
Shadi Dehghanzadeh, Fateme Jafaraghaee
Nurse Education Today (2018) Vol. 71, pp. 151-156
Closed Access | Times Cited: 170
Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes
Brittany Landrum
Online Learning (2020) Vol. 24, Iss. 3
Open Access | Times Cited: 156
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
The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
Qi Xia, Thomas K. F. Chiu, Ching Sing Chai, et al.
British Journal of Educational Technology (2023) Vol. 54, Iss. 4, pp. 967-986
Open Access | Times Cited: 65
The Effects of Self-Esteem and Academic Engagement on University Students’ Performance
Elizabeth Acosta Gonzaga
Behavioral Sciences (2023) Vol. 13, Iss. 4, pp. 348-348
Open Access | Times Cited: 56
Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs
Pedro Manuel Moreno-Marcos, Pedro J. Muñoz‐Merino, Jorge Maldonado‐Mahauad, et al.
Computers & Education (2019) Vol. 145, pp. 103728-103728
Closed Access | Times Cited: 124
A latent profile analysis of adult students’ online self-regulation in blended learning environments
Silke Vanslambrouck, Chang Zhu, Bram Pynoo, et al.
Computers in Human Behavior (2019) Vol. 99, pp. 126-136
Open Access | Times Cited: 110
Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills
Mücahit Öztürk, Ünal Çakıroğlu
Smart Learning Environments (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 103
Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments
Md Abdullah Al Mamun, Gwendolyn Lawrie, Tony Wright
Computers & Education (2021) Vol. 178, pp. 104398-104398
Closed Access | Times Cited: 99
What affects learner engagement in flipped learning and what predicts its outcomes?
Jihyun Lee, Taejung Park, R. O. Davis
British Journal of Educational Technology (2018) Vol. 53, Iss. 2, pp. 211-228
Closed Access | Times Cited: 88
A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers
Antonio Calderón, Lourdes Meroño, Ann MacPhail
European Physical Education Review (2019) Vol. 26, Iss. 1, pp. 241-262
Closed Access | Times Cited: 86
Examining engagement in context using experience-sampling method with mobile technology
Kui Xie, Benjamin C. Heddy, Vanessa W. Vongkulluksn
Contemporary Educational Psychology (2019) Vol. 59, pp. 101788-101788
Closed Access | Times Cited: 85
A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends?
Zamzami Zainuddin, Hussein Haruna, Xiuhan Li, et al.
On the Horizon The International Journal of Learning Futures (2019) Vol. 27, Iss. 2, pp. 72-86
Closed Access | Times Cited: 78
Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning
Abir El Sadik, Waleed Al Abdulmonem
Anatomical Sciences Education (2020) Vol. 14, Iss. 4, pp. 482-490
Closed Access | Times Cited: 73
Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class
Weilong Wu, Yen Hsu, Qifan Yang, et al.
Interactive Learning Environments (2021) Vol. 31, Iss. 4, pp. 2244-2267
Closed Access | Times Cited: 68
The link between flipped and active learning: a scoping review
Rita Li, Andreas Lund, Anita Nordsteien
Teaching in Higher Education (2021) Vol. 28, Iss. 8, pp. 1993-2027
Open Access | Times Cited: 68
Review of flipped learning in engineering education: Scientific mapping and research horizon
Md Abdullah Al Mamun, Md. Abul Kalam Azad, Md Abdullah Al Mamun, et al.
Education and Information Technologies (2021) Vol. 27, Iss. 1, pp. 1261-1286
Open Access | Times Cited: 64
Why college students procrastinate in online courses: A self-regulated learning perspective
Sheng‐Lun Cheng, Kui Xie
The Internet and Higher Education (2021) Vol. 50, pp. 100807-100807
Closed Access | Times Cited: 63
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation
Guoqing Lu, Kui Xie, Qingtang Liu
British Journal of Educational Technology (2022) Vol. 53, Iss. 6, pp. 1665-1687
Closed Access | Times Cited: 62
The Effect of Blended Project-Based Learning with Stem Approach to Spatial Thinking Ability and Geographic Skill
Alfyananda Kurnia Putra, Sumarmi Sumarmi, Ifan Deffinika, et al.
International Journal of Instruction (2021) Vol. 14, Iss. 3, pp. 685-704
Open Access | Times Cited: 57
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