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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:

Blended learning performance influence mechanism based on community of inquiry
Bin Yin, Chih-Hung Yuan
Asia Pacific Journal of Education (2022), pp. 1-16
Closed Access | Times Cited: 11

Showing 11 citing articles:

B-learning protocols for information literacy in Higher Education
Cristina Laplagne Sarmiento, José Javier Urnicia
Región Científica (2023)
Open Access | Times Cited: 24
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
Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes
Zhonggen Yu, Wei Xu, Paisan Sukjairungwattana
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 38
Can interaction with generative artificial intelligence enhance learning autonomy? A longitudinal study from comparative perspectives of virtual companionship and knowledge acquisition preferences
Zehang Xie, Xinzhu Wu, Yunxiang Xie
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 5, pp. 2369-2384
Closed Access | Times Cited: 8
English learning anxiety under blended learning mode: a quantitative study of non-English major undergraduates in a Chinese university
Qiyang Zou
European Journal of Psychology of Education (2025) Vol. 40, Iss. 2
Closed Access
Students’ Perceptions of Asynchronous Lectures via the Community of Inquiry Framework and Its Relationship with Learning Performance
Wei Ang, Yin Ni Annie Ng
Journal of Chemical Education (2024) Vol. 101, Iss. 2, pp. 661-668
Closed Access | Times Cited: 2
Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research
Wei Ang, Yin Ni Annie Ng, Lynette Hui-Wen Lee, et al.
Education Sciences (2024) Vol. 14, Iss. 3, pp. 215-215
Open Access | Times Cited: 2
Presence and motivation: Comparing synchronous and asynchronous learning environments for foreign language learners using path analysis
Jayoung Song, Juhee Lee
Education and Information Technologies (2024)
Closed Access | Times Cited: 2
Multi-level students’ sense of community development in hybrid and online learning environments at higher educational institutions: a systematic literature review
Huijin Lu, Xiaojun Zhang
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5397-5420
Closed Access | Times Cited: 5
Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning
Liangliang Xia, Liang-Hui Wang, Changqin Huang
European Journal of Investigation in Health Psychology and Education (2024) Vol. 14, Iss. 9, pp. 2580-2597
Open Access | Times Cited: 1
Factor Structure, Measurement Invariance, and Nomological Network of Teaching Presence in Online Foreign Language Education
Nuoen Li, Kit‐Ling Lau
Psychological Reports (2024)
Closed Access | Times Cited: 1
Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education
Wuxue Jiang, Ying Zhan, Daner Sun, et al.
Interactive Learning Environments (2023), pp. 1-18
Closed Access | Times Cited: 2
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