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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:

How Teachers Make Dashboard Information Actionable
Inge Molenaar, C.A.N. Knoop-van Campen
IEEE Transactions on Learning Technologies (2018) Vol. 12, Iss. 3, pp. 347-355
Open Access | Times Cited: 107

Showing 1-25 of 107 citing articles:

Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making
Alyssa Friend Wise, Yeonji Jung
Journal of Learning Analytics (2019) Vol. 6, Iss. 2
Open Access | Times Cited: 160
Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System
Roger Azevedo, François Bouchet, Melissa Duffy, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 107
Towards hybrid human‐AI learning technologies
Inge Molenaar
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 632-645
Open Access | Times Cited: 91
Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz Study
Reet Kasepalu, Luis P. Prieto, Tobias Ley, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 39
Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective
Jinhee Kim
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 17433-17465
Open Access | Times Cited: 11
Toward Automated Feedback on Teacher Discourse to Enhance Teacher Learning
Emily Jensen, Meghan Dale, Patrick J. Donnelly, et al.
(2020), pp. 1-13
Closed Access | Times Cited: 65
How Do Teachers Use Dashboards Enhanced with Data Storytelling Elements According to their Data Visualisation Literacy Skills?
Stanislav Pozdniakov, Roberto Martínez‐Maldonado, Yi‐Shan Tsai, et al.
(2023), pp. 89-99
Closed Access | Times Cited: 22
Teachers’ data literacy for learning analytics: a central predictor for digital data use in upper secondary schools
Konstantinos Michos, Maria-Luisa Schmitz, Dominik Petko
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 14453-14471
Open Access | Times Cited: 17
Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions
Erkan Er, Yannis Dimitriadis, Dragan Gašević
Assessment & Evaluation in Higher Education (2020) Vol. 46, Iss. 2, pp. 169-190
Open Access | Times Cited: 50
Personalized visualizations to promote young learners' SRL
Inge Molenaar, Anne Horvers, Rick Dijkstra, et al.
(2020)
Open Access | Times Cited: 44
How Teacher Characteristics Relate to How Teachers Use Dashboards: Results From Two Case Studies in K-12
Anouschka van Leeuwen, C.A.N. Knoop-van Campen, Inge Molenaar, et al.
Journal of Learning Analytics (2021) Vol. 8, Iss. 2, pp. 6-21
Open Access | Times Cited: 41
The equalizing effect of teacher dashboards on feedback in K-12 classrooms
C.A.N. Knoop-van Campen, Alyssa Friend Wise, Inge Molenaar
Interactive Learning Environments (2021) Vol. 31, Iss. 6, pp. 3447-3463
Open Access | Times Cited: 39
Response of learning analytics to the online education challenges during pandemic: Opportunities and key examples in higher education
İsmail Çelik, Egle Gedrimiene, Anni Silvola, et al.
Policy Futures in Education (2022) Vol. 21, Iss. 4, pp. 387-404
Open Access | Times Cited: 27
Differentiated Teaching With Adaptive Learning Systems and Teacher Dashboards: The Teacher Still Matters Most
Trynke Keuning, Marieke van Geel
IEEE Transactions on Learning Technologies (2021) Vol. 14, Iss. 2, pp. 201-210
Open Access | Times Cited: 29
Teacher and Student Facing Learning Analytics
Anouschka van Leeuwen, Stephanie D. Teasley, Alyssa Friend Wise
Solar eBooks (2022), pp. 130-140
Open Access | Times Cited: 19
Feasibility of adaptive teaching with technology: Which implementation conditions matter?
Leonie Sibley, Andreas Lachner, Christine Plicht, et al.
Computers & Education (2024) Vol. 219, pp. 105108-105108
Open Access | Times Cited: 4
A Deep Transfer Learning Approach to Modeling Teacher Discourse in the Classroom
Emily Jensen, Samuel L. Pugh, Sidney D’Mello
(2021), pp. 302-312
Open Access | Times Cited: 25
How instructors use learning analytics: the pivotal role of pedagogy
Qiujie Li, Yeonji Jung, Alyssa Friend Wise
Journal of Computing in Higher Education (2025)
Open Access
Supporting Agile Classroom Orchestration with a Live Teacher Dashboard
Sven Strickroth, Melanie Kreidenweis, Andreas Götzfried
Lecture notes in networks and systems (2025), pp. 38-50
Closed Access
Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics
Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein
Contemporary Educational Psychology (2025), pp. 102363-102363
Open Access
Elementary and Secondary School Teachers’ Perceptions of Learning Analytics: A Qualitative Approach
Teemu Valtonen, Teija Paavilainen, Sonsoles López‐Pernas, et al.
Technology Knowledge and Learning (2025)
Open Access
Advancing Holistic Decision‐Making Systems in Schools: Insights From Academic Research and Practical Applications
Abhinava Barthakur, Rebecca Marrone, Shadi Esnaashari, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 3
Open Access
How Teachers integrate Dashboards into their Feedback Practices
Carolien Knoop-van Campen, Inge Molenaar
Frontline Learning Research (2020), pp. 37-51
Open Access | Times Cited: 25
Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom
Jennifer K. Olsen, Nikol Rummel, Vincent Aleven
International Journal of Artificial Intelligence in Education (2020) Vol. 31, Iss. 1, pp. 24-56
Open Access | Times Cited: 25
Making Sense of Sensemaking: Understanding How K–12 Teachers and Coaches React to Visual Analytics
Fabio Campos, June Ahn, Daniela DiGiacomo, et al.
Journal of Learning Analytics (2021) Vol. 8, Iss. 3, pp. 60-80
Open Access | Times Cited: 22
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