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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:

Adoption of learning technologies in times of pandemic crisis
Hendrik Drachsler, Jeroen Jansen, Paul A. Kirschner
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 6, pp. 1509-1512
Open Access | Times Cited: 20

Showing 20 citing articles:

Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education
Seyyed Kazem Banihashem, Omid Noroozi, Perry den Brok, et al.
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100803-100803
Open Access | Times Cited: 76
Academic dishonesty and trustworthy assessment in online learning: A systematic literature review
Ence Surahman, Tzu‐Hua Wang
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 6, pp. 1535-1553
Closed Access | Times Cited: 66
Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities
Chimezie O. Amaefule, Jasmin Breitwieser, Daniel Biedermann, et al.
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1351-1372
Open Access | Times Cited: 14
The role of students’ relational identity and autotelic experience for their innovative and continuous use of e-learning
Morteza Akbari, Mozhgan Danesh, Azadeh Rezvani, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 2, pp. 1911-1934
Open Access | Times Cited: 17
Trustworthy remote assessments: A typology of pedagogical and technological strategies
Isabel Hilliger, José A. Ruipérez‐Valiente, Giora Alexandron, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 6, pp. 1507-1520
Open Access | Times Cited: 12
Innovations and illustrations of digital teaching practice in Australia during the pandemic: variations on a theme
Bradley Merrick, Dawn Joseph
Technology Pedagogy and Education (2024) Vol. 33, Iss. 4, pp. 513-526
Closed Access | Times Cited: 2
Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning
Katherine McLay, Vicente Reyes
Journal of Computer Assisted Learning (2024)
Open Access | Times Cited: 2
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools
Eliane Segers, Melissa In 't Zandt, J.M.G.M. Stoep, et al.
Reading and Writing (2022) Vol. 36, Iss. 2, pp. 377-400
Open Access | Times Cited: 8
Investigating the Background—Taking a Merleau-Pontian Phenomenological Approach to Networked Learning
Nina Bonderup Dohn
Research in networked learning (2024), pp. 45-62
Closed Access | Times Cited: 1
Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment
Piia Näykki, Saara Pyykkönen, Jenni Latva‐aho, et al.
Journal of Computer Assisted Learning (2024)
Open Access | Times Cited: 1
An examination of learning ecologies associated with the Holocaust: The role of social media
Stefania Manca, Juliana Elisa Raffaghelli
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 1874-1887
Open Access | Times Cited: 3
Teaching and Learning Immersive Technology in Education Sciences
Lana Frančeska Dreimane, Zinta Zalite-Supe
2022 8th International Conference of the Immersive Learning Research Network (iLRN) (2022)
Closed Access | Times Cited: 3
Cheating and Prevention Strategies in Online Assessment
Necati Taşkın
Advances in educational marketing, administration, and leadership book series (2024), pp. 151-172
Closed Access
Learning At and From a Virtual Conference
Nina Seidenberg, Ioana Jivet, Maren Scheffel, et al.
Journal of Learning Analytics (2024) Vol. 11, Iss. 2, pp. 281-296
Open Access
Symposium 3: Investigating the background – taking a Merleau-Pontian phenomenological approach to Networked Learning
Nina Bonderup Dohn
Proceedings of the International Conference on Networked Learning (2024) Vol. 13
Open Access
„Führerschein für Digitalkompetenzen“: Vorstellung und Evaluation eines interdisziplinären Virtual Collaborative Learnings
Anne Jantos, Lydia Kilz, Maike Krohn
Zeitschrift für Hochschulentwicklung (2024) Vol. 19, Iss. 2, pp. 159-180
Open Access
TOWARDS FUTURE EDUCATION: HOW DO TEACHERS AND STUDENTS PERCEIVE BLENDED EDUCATION?
Seyyed Kazem Banihashem, Perry den Brok, Omid Noroozi, et al.
Education and new developments (2023) Vol. 1, pp. 125-129
Open Access | Times Cited: 1
Use of a Faculty-Led Journal Club to Facilitate Evidence-Based Practice Skills for Occupational Therapy Students
Marta M. Daly, Jessica Guttman, Aviva Leiser, et al.
Occupational Therapy In Health Care (2022) Vol. 38, Iss. 2, pp. 485-494
Closed Access | Times Cited: 2
Teachers’ Attitude Towards and Experiences with e-learning Tools at Two Universities in Different Phases of e-learning Implementation
Parisa Aqdas Karimi, Seyyed Kazem Banihashem, H.J.A. Biemans
International Journal of Technology in Education and Science (2023) Vol. 7, Iss. 4, pp. 571-599
Open Access
Technological responses to distracting media multitasking in academic learning
Daniel Biedermann
(2023)
Open Access
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