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:

Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs
Ray-I Chang, Yu Hsin Hung, Chun Fu Lin
British Journal of Educational Technology (2015) Vol. 46, Iss. 3, pp. 528-541
Closed Access | Times Cited: 105

Showing 1-25 of 105 citing articles:

Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model
Bing Wu, Chen Xiao-hui
Computers in Human Behavior (2016) Vol. 67, pp. 221-232
Closed Access | Times Cited: 939
Learning Engagement and Persistence in Massive Open Online Courses (MOOCS)
Yeonji Jung, Jeongmin Lee
Computers & Education (2018) Vol. 122, pp. 9-22
Closed Access | Times Cited: 452
Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory
Ikram Ullah Khan, Zahid Hameed, Yugang Yu, et al.
Telematics and Informatics (2017) Vol. 35, Iss. 4, pp. 964-978
Closed Access | Times Cited: 248
The effects of metacognition on online learning interest and continuance to learn with MOOCs
Ya-Hsun Tsai, Chien-Hung Lin, Jon‐Chao Hong, et al.
Computers & Education (2018) Vol. 121, pp. 18-29
Closed Access | Times Cited: 225
Exploring factors affecting the adoption of MOOC in Generation Z using extended UTAUT2 model
Rakesh Kumar Meet, Devkant Kala, Ahmad Samed Al‐Adwan
Education and Information Technologies (2022) Vol. 27, Iss. 7, pp. 10261-10283
Open Access | Times Cited: 93
The role of motivation in MOOCs’ retention rates: a systematic literature review
Mehdi Badali, Javad Hatami, Seyyed Kazem Banihashem, et al.
Research and Practice in Technology Enhanced Learning (2022) Vol. 17, Iss. 1
Open Access | Times Cited: 76
An e-learning recommendation approach based on the self-organization of learning resource
Shanshan Wan, Zhendong Niu
Knowledge-Based Systems (2018) Vol. 160, pp. 71-87
Closed Access | Times Cited: 125
Digital technologies in support of students learning in Higher Education: literature review
Marta Pinto, Carlinda Leite
Digital Education Review (2020), Iss. 37, pp. 343-360
Open Access | Times Cited: 113
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC
Dongho Kim, Eulho Jung, Meehyun Yoon, et al.
Computers & Education (2021) Vol. 166, pp. 104171-104171
Closed Access | Times Cited: 98
Pre-service teachers' perceptions of the competence dimensions of digital literacy and of psychological and educational measures
Judit García-Martín, Jesús Nicasio García Sánchez
Computers & Education (2016) Vol. 107, pp. 54-67
Closed Access | Times Cited: 89
From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)
Robert L. Moore, Stephanie J. Blackmon
Computers & Education (2022) Vol. 190, pp. 104596-104596
Closed Access | Times Cited: 66
Students’ continuance intention to use MOOCs: empirical evidence from India
I S Rekha, Jyothi Shetty, Savitha Basri
Education and Information Technologies (2022) Vol. 28, Iss. 4, pp. 4265-4286
Open Access | Times Cited: 40
Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups
Rebecca Yvonne Bayeck
Open Praxis (2016) Vol. 8, Iss. 3, pp. 223-223
Open Access | Times Cited: 73
What makes MOOC users persist in completing MOOCs? A perspective from network externalities and human factors
Bo Li, Xinghua Wang, Seng Chee Tan
Computers in Human Behavior (2018) Vol. 85, pp. 385-395
Closed Access | Times Cited: 67
Investigating high school students’ perceptions and presences under VR learning environment
Zhang Hai, Luyao Yu, Mengxue Ji, et al.
Interactive Learning Environments (2020) Vol. 28, Iss. 5, pp. 635-655
Closed Access | Times Cited: 66
How attention level and cognitive style affect learning in a MOOC environment? Based on the perspective of brainwave analysis
Jung-Jung Chang, Wen-Shan Lin, Hong‐Ren Chen
Computers in Human Behavior (2018) Vol. 100, pp. 209-217
Closed Access | Times Cited: 64
Proposing a socio-psychological model for adopting green building technologies: A case study from Iran
Melika Rajaee, Seyed Mahmoud Hoseini, Iraj Malekmohammadi
Sustainable Cities and Society (2018) Vol. 45, pp. 657-668
Closed Access | Times Cited: 62
A Survey Study on U.S. College Students’ Learning Experience in COVID-19
Zhou Jia-hua, Qiping Zhang
Education Sciences (2021) Vol. 11, Iss. 5, pp. 248-248
Open Access | Times Cited: 55
Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction
Meina Zhu, Curtis J. Bonk, Sara Berri
Online Learning (2022) Vol. 26, Iss. 1
Open Access | Times Cited: 37
Hybrid learning style identification and developing adaptive problem-solving learning activities
Yu Hsin Hung, Ray-I Chang, Chun Fu Lin
Computers in Human Behavior (2015) Vol. 55, pp. 552-561
Closed Access | Times Cited: 53
Development and validation of the MOOC success scale (MOOC-SS)
Nour Awni Albelbisi
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 4535-4555
Closed Access | Times Cited: 48
Toward the development of a model of student usage of MOOCs
Eli Fianu, Craig Blewett, George Oppong Appiagyei Ampong
Education + Training (2020) Vol. 62, Iss. 5, pp. 521-541
Closed Access | Times Cited: 45
The role of learners’ motivation in MOOC completion
Tatiana Semenova
Open Learning The Journal of Open Distance and e-Learning (2020) Vol. 37, Iss. 3, pp. 273-287
Closed Access | Times Cited: 42
An innovative MOOC platform: the implications of self-directed learning abilities to improve motivation in learning and to support self-regulation
Daniel F. O. Onah, Elaine L. L. Pang, Jane Sinclair, et al.
International Journal of Information and Learning Technology (2021) Vol. 38, Iss. 3, pp. 283-298
Open Access | Times Cited: 40
A meta-analysis of eight factors influencing MOOC-based learning outcomes across the world
Zhonggen Yu, Wei Xu, Paisan Sukjairungwattana
Interactive Learning Environments (2022), pp. 1-20
Closed Access | Times Cited: 24
Page 1 - Next Page

Scroll to top