Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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 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: 305

Showing 1-25 of 305 citing articles:

Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study
Santiago Iglesías-Pradas, Ángel Hernández-García, Julián Chaparro-Peláez, et al.
Computers in Human Behavior (2021) Vol. 119, pp. 106713-106713
Open Access | Times Cited: 600
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: 412
Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education
Claude Müller, Thoralf Mildenberger
Educational Research Review (2021) Vol. 34, pp. 100394-100394
Open Access | Times Cited: 369
Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Lilian Anthonysamy, Ah Choo Koo, Soon-Hin Hew
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 3677-3704
Closed Access | Times Cited: 146
Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study
Keri-Ann Berga, Elisha Vadnais, Jody Nelson, et al.
Nurse Education Today (2020) Vol. 96, pp. 104622-104622
Open Access | Times Cited: 144
Promoting student-centred blended learning in higher education: A model
Md Kabirul Islam, Md. Fouad Hossain Sarker, M. Saiful Islam
E-Learning and Digital Media (2021) Vol. 19, Iss. 1, pp. 36-54
Closed Access | Times Cited: 108
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
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?
Claude Müller, Thoralf Mildenberger, Daniel Steingruber
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 57
The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter?
Ron Owston, Dennis N. York
The Internet and Higher Education (2017) Vol. 36, pp. 22-32
Closed Access | Times Cited: 112
Comparative effect of online summative and formative assessment on EFL student writing ability
Zohre Mohamadi
Studies In Educational Evaluation (2018) Vol. 59, pp. 29-40
Closed Access | Times Cited: 102
Usage of Machine Learning for Strategic Decision Making at Higher Educational Institutions
Yuri Vanessa Nieto, Vicente García‐Díaz, Carlos Montenegro, et al.
IEEE Access (2019) Vol. 7, pp. 75007-75017
Open Access | Times Cited: 99
Exploring critical factors of the perceived usefulness of blended learning for higher education students
Damijana Keržič, Nina Tomaževič, Aleksander Aristovnik, et al.
PLoS ONE (2019) Vol. 14, Iss. 11, pp. e0223767-e0223767
Open Access | Times Cited: 98
Predicting student performance in a blended MOOC
Rianne Conijn, Antoine van den Beemt, Pjl Pieter Cuijpers
Journal of Computer Assisted Learning (2018) Vol. 34, Iss. 5, pp. 615-628
Open Access | Times Cited: 94
An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences
Antonio Calderón, Dylan Scanlon, Ann MacPhail, et al.
Physical Education and Sport Pedagogy (2020) Vol. 26, Iss. 6, pp. 562-577
Open Access | Times Cited: 83
The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic
Lilian Anthonysamy
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 6881-6899
Open Access | Times Cited: 82
Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19
Giusi Antonia Toto, Pierpaolo Limone
Computers (2021) Vol. 10, Iss. 6, pp. 75-75
Open Access | Times Cited: 67
Explainable Student Performance Prediction Models: A Systematic Review
Rahaf Alamri, Basma Alharbi
IEEE Access (2021) Vol. 9, pp. 33132-33143
Open Access | Times Cited: 65
Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario
Rubia Cobo‐Rendón, Carola Bruna, Karla Lobos, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 52
Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis
Yinghui Shi, Huiyun Yang, Dou Yi, et al.
Asia Pacific Education Review (2022) Vol. 24, Iss. 3, pp. 303-317
Closed Access | Times Cited: 47
Effect of blended learning on student performance in K‐12 settings: A meta‐analysis
Shuqin Li, Weihua Wang
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 5, pp. 1254-1272
Closed Access | Times Cited: 47
Block and blend: a mixed method investigation into the impact of a pilot block teaching and blended learning approach upon student outcomes and experience
Ellen Buck, Katie Tyrrell
Journal of Further and Higher Education (2022) Vol. 46, Iss. 8, pp. 1078-1091
Open Access | Times Cited: 45
A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education
Zhihong Xu, Yingying Zhao, Bingsheng Zhang, et al.
Behaviour and Information Technology (2022) Vol. 42, Iss. 16, pp. 2911-2931
Open Access | Times Cited: 44
Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019
Rui Li
ReCALL (2022) Vol. 34, Iss. 3, pp. 309-326
Closed Access | Times Cited: 39
Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode
Xue Wang, Wei Zhang
SAGE Open (2022) Vol. 12, Iss. 1
Closed Access | Times Cited: 39
A Comparative Study on the Impact of Online and Blended Learning
Ashraf Ali, Raja Muhammad Ishtiaq Khan, Abdullah Alouraini
SAGE Open (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 27
Page 1 - Next Page

Scroll to top