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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:

System, scholar or students? Which most influences online MBA course effectiveness?
J. B. Arbaugh
Journal of Computer Assisted Learning (2014) Vol. 30, Iss. 4, pp. 349-362
Closed Access | Times Cited: 103

Showing 1-25 of 103 citing articles:

In search for the most informative data for feedback generation: Learning analytics in a data-rich context
Dirk Tempelaar, Bart Rienties, Bas Giesbers
Computers in Human Behavior (2014) Vol. 47, pp. 157-167
Open Access | Times Cited: 387
Predicting Student Performance from LMS Data: A Comparison of 17 Blended Courses Using Moodle LMS
Rianne Conijn, Chris Snijders, Ad Kleingeld, et al.
IEEE Transactions on Learning Technologies (2016) Vol. 10, Iss. 1, pp. 17-29
Closed Access | Times Cited: 321
The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules
Bart Rienties, Lisette Toetenel
Computers in Human Behavior (2016) Vol. 60, pp. 333-341
Open Access | Times Cited: 282
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction
Rosemary Fisher, Áron Perényi, Naomi Birdthistle
Active Learning in Higher Education (2018) Vol. 22, Iss. 2, pp. 97-113
Open Access | Times Cited: 216
A large-scale implementation of predictive learning analytics in higher education: the teachers’ role and perspective
Christothea Herodotou, Bart Rienties, Avinash Boroowa, et al.
Educational Technology Research and Development (2019) Vol. 67, Iss. 5, pp. 1273-1306
Open Access | Times Cited: 147
Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?
Murat Turk, Benjamin C. Heddy, Robert Danielson
Computers & Education (2022) Vol. 180, pp. 104432-104432
Closed Access | Times Cited: 85
Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules
Md Abdullah Al Mamun, Gwendolyn Lawrie
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 45
Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach
Zhi Liu, Qianhui Tang, Fan Ouyang, et al.
Computers & Education (2024) Vol. 219, pp. 105109-105109
Closed Access | Times Cited: 30
Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates
Quan Nguyen, Bart Rienties, Lisette Toetenel, et al.
Computers in Human Behavior (2017) Vol. 76, pp. 703-714
Open Access | Times Cited: 137
Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective
Bart Rienties, Bas Giesbers, Simon Lygo‐Baker, et al.
Interactive Learning Environments (2014) Vol. 24, Iss. 3, pp. 539-552
Open Access | Times Cited: 134
What Might Online Delivery Teach Us About Blended Management Education? Prior Perspectives and Future Directions
J. B. Arbaugh
Organizational Behavior Teaching Review (2014) Vol. 38, Iss. 6, pp. 784-817
Closed Access | Times Cited: 113
The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study
Christothea Herodotou, Bart Rienties, Martin Hlosta, et al.
The Internet and Higher Education (2020) Vol. 45, pp. 100725-100725
Open Access | Times Cited: 100
Modelling and Managing Learner Satisfaction: Use of Learner Feedback to Enhance Blended and Online Learning Experience
Nai Li, Vicky Marsh, Bart Rienties
Decision Sciences Journal of Innovative Education (2016) Vol. 14, Iss. 2, pp. 216-242
Closed Access | Times Cited: 91
Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines
Jieun Lim, Jennifer Richardson
Computers & Education (2020) Vol. 161, pp. 104063-104063
Closed Access | Times Cited: 72
Practical early prediction of students’ performance using machine learning and eXplainable AI
Yeonju Jang, Seongyune Choi, Heeseok Jung, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 9, pp. 12855-12889
Closed Access | Times Cited: 47
Factors Influencing Online Learning Satisfaction
Qiangfu Yu
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 40
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK
Bart Rienties, Avinash Boroowa, Simon Cross, et al.
Journal of Interactive Media in Education (2016) Vol. 2016, Iss. 1
Open Access | Times Cited: 79
The role of usability on e-learning user interactions and satisfaction: a literature review
Asela Gunesekera, Yukun Bao, Mboni Kibelloh
Journal of Systems and Information Technology (2019) Vol. 21, Iss. 3, pp. 368-394
Closed Access | Times Cited: 76
Implementing a Learning Analytics Intervention and Evaluation Framework: What Works?
Bart Rienties, Simon Cross, Zdeněk Zdráhal
Springer eBooks (2016), pp. 147-166
Closed Access | Times Cited: 65
The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing
Chung-Yu Lin, Chung-Kai Huang, Chao-Jung Ko
Australasian Journal of Educational Technology (2019)
Open Access | Times Cited: 61
Technological factors of students’ persistence in online courses in higher education: The moderating role of gender, age and prior online course experience
Sawsen Lakhal, Hager Khechine
Education and Information Technologies (2021) Vol. 26, Iss. 3, pp. 3347-3373
Closed Access | Times Cited: 42
Accounting education and digitalization: A new perspective after the pandemic
Patrizia Tettamanzi, Valentina Minutiello, Michael Murgolo
The International Journal of Management Education (2023) Vol. 21, Iss. 3, pp. 100847-100847
Open Access | Times Cited: 21
A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK
Bart Rienties, Quan Nguyen, W. Holmes, et al.
Deleted Journal (2017), Iss. 33, pp. 134-154
Open Access | Times Cited: 60
Tutoring executives online: what drives perceived quality?
Stephane Bignoux, Kristian J. Sund
Behaviour and Information Technology (2018) Vol. 37, Iss. 7, pp. 703-713
Open Access | Times Cited: 56
Online learning experiences of new versus continuing learners: a large-scale replication study
Nai Li, Vicky Marsh, Bart Rienties, et al.
Assessment & Evaluation in Higher Education (2016) Vol. 42, Iss. 4, pp. 657-672
Open Access | Times Cited: 53
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