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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:

How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?
Dafydd Mali, Hyoung-Joo Lim
The International Journal of Management Education (2021) Vol. 19, Iss. 3, pp. 100552-100552
Open Access | Times Cited: 181

Showing 1-25 of 181 citing articles:

Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era
Rabia Imran, Afsheen Fatima, Islam Elbayoumi Salem, et al.
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100805-100805
Open Access | Times Cited: 113
Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education
Seyyed Kazem Banihashem, Omid Noroozi, Perry den Brok, et al.
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100803-100803
Open Access | Times Cited: 76
The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate
Yunxian Guo, Yongliang Wang, José Luis Ortega-Martín
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023), Iss. 40, pp. 253-273
Open Access | Times Cited: 72
COVID-19 and management education: From pandemic to endemic
Ritika Mahajan, Weng Marc Lim, Satish Kumar, et al.
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100801-100801
Open Access | Times Cited: 45
Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction
Hsin‐Yu Lee, Pei-Hua Chen, Wei‐Sheng Wang, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 40
Factors affecting business school students’ performance during the COVID-19 pandemic: A moderated and mediated model
Muddassar Sarfraz, Kausar Fiaz Khawaja, Larisa Ivașcu
The International Journal of Management Education (2022) Vol. 20, Iss. 2, pp. 100630-100630
Closed Access | Times Cited: 59
Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience
Shahida Mariam, Kausar Fiaz Khawaja, Muhammad Nawaz Qaisar, et al.
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100776-100776
Closed Access | Times Cited: 32
Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption
Jim Fang, Ekaterina Pechenkina, Gerry Rayner
The International Journal of Management Education (2023) Vol. 21, Iss. 1, pp. 100763-100763
Open Access | Times Cited: 30
Learner innovativeness, course interaction, and the use of a new educational technology system after the COVID-19 pandemic
Dongsuk Kang, Min Jae Park
The International Journal of Management Education (2023) Vol. 21, Iss. 3, pp. 100824-100824
Open Access | Times Cited: 23
Role of AI in Blended Learning: A Systematic Literature Review
Yeonjeong Park, Min Young Doo
The International Review of Research in Open and Distributed Learning (2024) Vol. 25, Iss. 1, pp. 164-196
Open Access | Times Cited: 13
Factors influencing continuance intention in blended learning among business school students in China: based on grounded theory and FsQCA
Teng Yu, Jian Dai, Xiaojiao Chen, et al.
Interactive Learning Environments (2024), pp. 1-28
Closed Access | Times Cited: 13
Accounting education and digitalization: A new perspective after the pandemic
Patrizia Tettamanzi, Valentina Minutiello, Michael Murgolo
The International Journal of Management Education (2023) Vol. 21, Iss. 3, pp. 100847-100847
Open Access | Times Cited: 20
The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach
Meng Hua, Lin Wang, Li Jun
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 8
Analysis of a forced blended-learning program in social sciences higher education during the COVID-19 post-pandemic
Cosme Jesús Gómez Carrasco, Francisco Javier Hinojo Lucena, Juan Ramón Moreno Vera, et al.
Education + Training (2022) Vol. 65, Iss. 2, pp. 298-311
Open Access | Times Cited: 23
A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia
Mcxin Tee, Amran Rasli, Jason See Seong Kuan Toh, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 20
Rhetoric and realities in Australian universities of student engagement in online learning: Implications for a post-pandemic era
Subhadarsini Parida, Subas P. Dhakal, Kantha Dayaram, et al.
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100795-100795
Closed Access | Times Cited: 13
An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance model
Min Young Doo
Education and Information Technologies (2023) Vol. 28, Iss. 12, pp. 16593-16613
Open Access | Times Cited: 12
Dispersed assessment: A novel approach to enhancing student engagement during and beyond Covid-19
Zach Thompson, Hyunsun Yoon, Paul Booth
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100811-100811
Open Access | Times Cited: 11
Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa
Mbulelo Phesa
International Journal of Emerging Technologies in Learning (iJET) (2024) Vol. 19, Iss. 01, pp. 97-113
Open Access | Times Cited: 4
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes
Claire V. Harper, Lucy M. McCormick, Linda Marron
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 4
Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities
Esinam Afi Kayi
British Journal of Educational Technology (2024) Vol. 55, Iss. 6, pp. 2760-2786
Closed Access | Times Cited: 4
Teaching economics in blended learning higher education: Use of whiteboard videos to engage the students
Elena Casado García-Hirschfeld, Ma Ángeles Rodríguez Santos, Carmen López-Martín
The International Journal of Management Education (2025) Vol. 23, Iss. 2, pp. 101124-101124
Open Access
Remote online learning reimagined: perceptions and experiences of medical students in a post-pandemic world
Mohammed Seed Ahmed, Abderrezzaq Soltani, Daniel Zahra, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Going Back to Face-to-Face Instruction: The Second Transition
Gabriela Martínez, Leticia Araceli Salas Serrano
English language teaching (2025), pp. 235-255
Closed Access
Beyond Bouncing Back: Exploring Undergraduate Dental Professional Students' Perceptions of Resilience
Vaida Kaunaite, M. Harris
International Journal of Dental Hygiene (2025)
Open Access
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