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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:

Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students
Ameena L. Payne, Cathy Stone, Rebecca Bennett
The Journal of Continuing Higher Education (2022) Vol. 71, Iss. 2, pp. 134-151
Closed Access | Times Cited: 16

Showing 16 citing articles:

How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences
Jiahui Luo
Teaching in Higher Education (2024), pp. 1-16
Open Access | Times Cited: 14
Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education
Peter Felten, Rachel Forsyth, Kathryn Sutherland
Teaching & Learning Inquiry The ISSOTL Journal (2023) Vol. 11
Open Access | Times Cited: 21
Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching
Kathryn Sutherland, Rachel Forsyth, Peter Felten
Teaching & Learning Inquiry The ISSOTL Journal (2024) Vol. 12
Open Access | Times Cited: 5
Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes
Louise Starkey, Anne Yates, Mairéad de Róiste, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 1, pp. 117-136
Open Access | Times Cited: 11
Navigating the paradox: Exploring resident experiences of vulnerability
Heather Nichol, Jennifer Turnnidge, Nancy Dalgarno, et al.
Medical Education (2024) Vol. 58, Iss. 12, pp. 1469-1477
Open Access | Times Cited: 4
Building Trust Through Feedback: A Conceptual Framework for Educators
Breana Bayraktar, Kiruthika Ragupathi, Katherine A. Troyer
Teaching & Learning Inquiry The ISSOTL Journal (2025) Vol. 13
Open Access
Enhancing examination integrity through constructivist and reflective practices: a case study of the science faculty at a commonwealth university
Winston Elibox, Karim Khan
Quality Assurance in Education (2025)
Closed Access
Engineering students trust teachers who ask, listen, and respond
Mirjam S. Gleßmer, Peter Persson, Rachel Forsyth
The International Journal for Academic Development (2024), pp. 1-14
Open Access | Times Cited: 3
Change of perspective in transformation processes: A case study of online teaching targeting underserved adult students
Susanne Ress, Frederick F. Njobati, Annette Scheunpflug
International Review of Education (2025)
Open Access
Bridging the Digital Divide
P. R. Gupta, A. Verma
Advances in web technologies and engineering book series (2024), pp. 167-179
Closed Access | Times Cited: 2
Research on the Construction and Optimization of the Educational Evaluation System of Intelligent Educational Technology in the Context of Knowledge Economy
Shuhan Huang, Man Guo, Shuwen Zhang
Journal of the Knowledge Economy (2024)
Closed Access | Times Cited: 2
Supporting the academic success of underrecognised higher education students through an immersive block model
Thomas Roche, Erica Wilson, Elizabeth Goode, et al.
Higher Education Research & Development (2024), pp. 1-15
Open Access | Times Cited: 2
The paradigm wars rage: the need for an integrated approach for the future of higher education
Mollie Dollinger
Advancing Scholarship and Research in Higher Education (2023) Vol. 4, Iss. 1
Open Access | Times Cited: 3
A comparative bibliometric analysis of communication education studies across journals: A tri-journal review
Saule B. Dautova, Maria A. Khvatova, Зульфугарзаде Теймур Эльдарович, et al.
Online Journal of Communication and Media Technologies (2024) Vol. 14, Iss. 2, pp. e202430-e202430
Open Access
Reflecting on Experiences of Learning among Adult Learners with Multiple Responsibilities: A Case of Evening Programmes at a University in Tanzania
Philipo Lonati Sanga, Gennes Hendry Shirima
The Journal of Continuing Higher Education (2023) Vol. 72, Iss. 2, pp. 221-236
Closed Access | Times Cited: 1
Instructors’ Conceptions of the Efficacy and Motives for Online Instruction in Open and Distance Learning Mode
Philipo Lonati Sanga
Journal of Adult Education in Tanzania (2023) Vol. 25, Iss. 2, pp. 24-44
Open Access
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