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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:

Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?
Elson Szeto, Annie Y.N. Cheng
Interactive Learning Environments (2014) Vol. 24, Iss. 3, pp. 487-503
Closed Access | Times Cited: 107

Showing 1-25 of 107 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: 1054
Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis
Matt Bower, Barney Dalgarno, Gregor Kennedy, et al.
Computers & Education (2015) Vol. 86, pp. 1-17
Open Access | Times Cited: 456
A systematic literature review on synchronous hybrid learning: gaps identified
Annelies Raes, Loulou Detienne, Ine Windey, et al.
Learning Environments Research (2019) Vol. 23, Iss. 3, pp. 269-290
Closed Access | Times Cited: 452
Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?
Elson Szeto
Computers & Education (2014) Vol. 81, pp. 191-201
Closed Access | Times Cited: 188
Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic
Michael Detyna, Rodrigo Sanchez-Pizani, Vincent Giampietro, et al.
Learning Environments Research (2022) Vol. 26, Iss. 1, pp. 145-159
Open Access | Times Cited: 74
Blended learning: panorama y perspectivas
Antonio Ramón Bartolomé Pina, Rosa García-Ruiz, Ignácio Aguaded
RIED Revista Iberoamericana de Educación a Distancia (2017) Vol. 21, Iss. 1, pp. 33-33
Open Access | Times Cited: 115
Students’ perspectives on the design and implementation of a blended synchronous learning environment
Qiyun Wang, Changqin Huang, Choon Lang Quek
Australasian Journal of Educational Technology (2017)
Open Access | Times Cited: 98
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study
Yafei Shi, Mingwen Tong, Taotao Long
Computers & Education (2021) Vol. 168, pp. 104193-104193
Closed Access | Times Cited: 96
Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research
Qiyun Wang, Choon Lang Quek, Xiaoyong Hu
The International Review of Research in Open and Distributed Learning (2017) Vol. 18, Iss. 3
Open Access | Times Cited: 92
Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments
Janet Mannheimer Zydney, Zachary B. Warner, Lauren Angelone
Computers & Education (2019) Vol. 143, pp. 103678-103678
Closed Access | Times Cited: 91
Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective
Rosa Huiju Chen
Sustainability (2022) Vol. 14, Iss. 3, pp. 1785-1785
Open Access | Times Cited: 69
Learners’ Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers During the COVID-19 Pandemic
Aakash Kamble, Ritika Gauba, Supriya Desai, et al.
The International Review of Research in Open and Distributed Learning (2021) Vol. 22, Iss. 1, pp. 199-215
Open Access | Times Cited: 59
Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning
Qiuju Zhong, Ying Wang, Wu Lv, et al.
Sustainability (2022) Vol. 14, Iss. 9, pp. 5619-5619
Open Access | Times Cited: 40
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: 14
Designing and evaluating an augmented reality system for an engineering drawing course
Ajay Shankar Tiwari, Kaushal Kumar Bhagat, Γεώργιος Λαμπρόπουλος
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 9
Pedagogical, social and technical designs of a blended synchronous learning environment
Qiyun Wang, Changqin Huang
British Journal of Educational Technology (2017) Vol. 49, Iss. 3, pp. 451-462
Closed Access | Times Cited: 82
Learning with Social Media: How do Preservice Teachers Integrate YouTube and Social Media in Teaching?
Elson Szeto, Annie Yan-Ni Cheng, Jon‐Chao Hong
The Asia-Pacific Education Researcher (2015) Vol. 25, Iss. 1, pp. 35-44
Closed Access | Times Cited: 67
Features fostering academic and social integration in blended synchronous courses in graduate programs
Sawsen Lakhal, Joséphine Mukamurera, Marie-Eve Bédard, et al.
International Journal of Educational Technology in Higher Education (2020) Vol. 17, Iss. 1
Open Access | Times Cited: 62
Pedagogical Applications, Prospects, and Challenges of Blended Learning in Chinese Higher Education: A Systematic Review
Muhammad Azeem Ashraf, Shorif Mollah, Shahnaz Perveen, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 29
The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development
Nicki Rehn, Dorit Maor, A. McConney
Technology Pedagogy and Education (2018) Vol. 27, Iss. 4, pp. 417-429
Closed Access | Times Cited: 56
Social media on blended learning: the effect of rapport and motivation
Wenzhi Zheng, Yu Fang, Yenchun Jim Wu
Behaviour and Information Technology (2021) Vol. 41, Iss. 9, pp. 1941-1951
Closed Access | Times Cited: 40
Effective instructional strategies and technology use in blended learning: A case study
Meina Zhu, Sarah Berri, Ke Zhang
Education and Information Technologies (2021) Vol. 26, Iss. 5, pp. 6143-6161
Open Access | Times Cited: 35
Students and instructors perspective on blended synchronous learning in a Canadian graduate program
Sawsen Lakhal, Joséphine Mukamurera, Marie-Ève Bédard, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 5, pp. 1383-1396
Closed Access | Times Cited: 34
Enhancing university students' creative confidence, learning motivation, and team creative performance in design thinking using a digital visual collaborative environment
Elim Liu, Tseng-Pin Lee, Yueh‐Min Huang
Thinking Skills and Creativity (2023) Vol. 50, pp. 101388-101388
Closed Access | Times Cited: 16
Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic
Ratneswary Rasiah, Harpaljit Kaur, Vinitha Guptan
Applied System Innovation (2020) Vol. 3, Iss. 4, pp. 51-51
Open Access | Times Cited: 36
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