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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:

Trends and issues of social annotation in education: A systematic review from 2000 to 2020
Chunmei Sun, Gwo‐Jen Hwang, Zhaoyi Yin, et al.
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 2, pp. 329-350
Closed Access | Times Cited: 23

Showing 23 citing articles:

Identifying temporal changes in student engagement in social annotation during online collaborative reading
Fu Chen, Shan Li, Lijia Lin, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 16101-16124
Closed Access | Times Cited: 5
AI-supported L2 vocabulary acquisition–a systematic review from 2015 to 2023
Ying Yang
Education and Information Technologies (2025)
Closed Access
Preparation before collaboration matters: an interactive system coupled with a four-phase pedagogy for collaborative reading
Lishan Zhang, Shuwen Wang, Han Wu, et al.
Interactive Learning Environments (2025), pp. 1-22
Closed Access
Research on the Development of a Socioecological Model for Underground Miners' Unsafe Behaviour in Coal Mine
Ninghao Sun, Leyao Wang, Guanzhan Dong, et al.
Systems Research and Behavioral Science (2025)
Closed Access
Impact of global health emergency on learning analytics research in higher education: a bibliometric analysis
Pooja Kushwaha, Usha Badhera, Manoj Kumar Kamila
Journal of Science and Technology Policy Management (2024)
Closed Access | Times Cited: 2
Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms
Jia-Chang Chang, Hsiu‐Ting Hung, Ya-Ting Yang
Journal of Computer Assisted Learning (2023) Vol. 40, Iss. 1, pp. 37-48
Open Access | Times Cited: 5
Exploring influential factors in peer upvoting within social annotation
Shan Li, Xiaoshan Huang, Lijia Lin, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 5, pp. 2212-2225
Open Access | Times Cited: 1
#let’s-discuss: Analyzing Students’ Use of Emoji when Interacting with Course Readings
Ariel Blobstein, Marc T. Facciotti, Michele M. Igo, et al.
International Journal of Artificial Intelligence in Education (2024)
Open Access | Times Cited: 1
Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model
萍 张
Computer Assisted Language Learning (2024), pp. 1-33
Closed Access | Times Cited: 1
The i-SUN process to use social learning analytics: a conceptual framework to research online learning interaction supported by social presence
Daniela Castellanos-Reyes, Adrie A. Koehler, Jennifer Richardson
Frontiers in Communication (2023) Vol. 8
Open Access | Times Cited: 3
Social annotation: what are students’ perceptions and how does social annotation relate to grades?
Virginia Clinton‐Lisell
Research in Learning Technology (2023) Vol. 31
Open Access | Times Cited: 3
Vídeodiarios reflexivos en el practicum y su análisis compartido mediante anotaciones multimedia
Manuel Cebrián de la Serna, Violeta Cebrián Robles
Revista Practicum (2023) Vol. 8, Iss. 1, pp. 7-18
Open Access | Times Cited: 2
Why do students reply? Uncovering the socio-semantic entanglement in web annotation activities
Bodong Chen, Zixi Chen
Education and Information Technologies (2023) Vol. 29, Iss. 8, pp. 9747-9771
Closed Access | Times Cited: 2
Formación para la competencia argumentativa con anotaciones multimedia
Violeta Cebrián Robles, Manuela Raposo Rivas, Manuel Cebrián de la Serna
Campus Virtuales (2024) Vol. 13, Iss. 1, pp. 171-171
Open Access
The feeling of thinking: social annotation with emojis
Jeffrey Clapp, Bidisha Banerjee
English in Education (2024) Vol. 58, Iss. 2, pp. 160-177
Closed Access
Social annotations and second language viewers’ engagement with multimedia learning resources in LMOOCs: a self-determination theory perspective
Shuzhou Lin, Wei Wei
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Bridging Social Annotation Practice with Perspectives from the Learning Sciences and CSCL
Xinran Zhu, Yeonji Jung, Bodong Chen, et al.
(2024)
Open Access
Processamento de linguagem natural aplicado às anotações elaboradas com o DLNotes
Luis Gustavo Saibro da Silva, Elder Rizzon Santos
ABRALIN (2024), pp. 261-279
Open Access
Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability
Virginia Clinton‐Lisell
Teaching of Psychology (2024)
Closed Access
Beyond Lectures
Elissar Gerges
Advances in educational technologies and instructional design book series (2024), pp. 133-166
Closed Access
Evaluating a social annotation tool for engagement and learning with preservice special education teachers
Abigail A. Allen, Kristina N. Randall
Information and Learning Sciences (2023) Vol. 124, Iss. 11/12, pp. 460-477
Closed Access | Times Cited: 1
A Study of Interdisciplinary Theme-Based English Teaching Design in Primary Schools from the Social and Affective Perspectives
丽梦 尹
Advances in Education (2023) Vol. 13, Iss. 04, pp. 2176-2188
Closed Access
Exploring second language viewers’ use of cognitive strategies in learning Chinese through multimedia learning resources with captions and social annotations
Wei Wei, Shuzhou Lin, Ting Wang, et al.
8th International Conference on Higher Education Advances (HEAd'22) (2023), pp. 1071-1079
Open Access
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