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:
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
Emily Jensen, Meghan Dale, Patrick J. Donnelly, et al.
(2020), pp. 1-13
Closed Access | Times Cited: 65
Showing 1-25 of 65 citing articles:
On the Opportunities and Risks of Foundation Models
Rishi Bommasani, Drew A. Hudson, Ehsan Adeli, et al.
arXiv (Cornell University) (2021)
Open Access | Times Cited: 1565
Rishi Bommasani, Drew A. Hudson, Ehsan Adeli, et al.
arXiv (Cornell University) (2021)
Open Access | Times Cited: 1565
A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms
Elenı Dimitriadou, Andreas Lanitis
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 158
Elenı Dimitriadou, Andreas Lanitis
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 158
Artificial Intelligence and Learning Analytics in Teacher Education: A Systematic Review
Sdenka Zobeida Salas‐Pilco, Kejiang Xiao, Xinyun Hu
Education Sciences (2022) Vol. 12, Iss. 8, pp. 569-569
Open Access | Times Cited: 134
Sdenka Zobeida Salas‐Pilco, Kejiang Xiao, Xinyun Hu
Education Sciences (2022) Vol. 12, Iss. 8, pp. 569-569
Open Access | Times Cited: 134
A Review of Recent Deep Learning Approaches in Human-Centered Machine Learning
Tharindu Kaluarachchi, Andrew Reis, Suranga Nanayakkara
Sensors (2021) Vol. 21, Iss. 7, pp. 2514-2514
Open Access | Times Cited: 79
Tharindu Kaluarachchi, Andrew Reis, Suranga Nanayakkara
Sensors (2021) Vol. 21, Iss. 7, pp. 2514-2514
Open Access | Times Cited: 79
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course
Dorottya Demszky, Jing Liu, Heather C. Hill, et al.
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 3, pp. 483-505
Closed Access | Times Cited: 40
Dorottya Demszky, Jing Liu, Heather C. Hill, et al.
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 3, pp. 483-505
Closed Access | Times Cited: 40
Human-tutor Coaching Technology (HTCT): Automated Discourse Analytics in a Coached Tutoring Model
Brandon M. Booth, Jennifer Jacobs, Jeffrey B. Bush, et al.
(2024)
Closed Access | Times Cited: 9
Brandon M. Booth, Jennifer Jacobs, Jeffrey B. Bush, et al.
(2024)
Closed Access | Times Cited: 9
Facial Expression Recognition of Instructor Using Deep Features and Extreme Learning Machine
Yusra Khalid Bhatti, Afshan Jamil, Nudrat Nida, et al.
Computational Intelligence and Neuroscience (2021) Vol. 2021, Iss. 1
Open Access | Times Cited: 54
Yusra Khalid Bhatti, Afshan Jamil, Nudrat Nida, et al.
Computational Intelligence and Neuroscience (2021) Vol. 2021, Iss. 1
Open Access | Times Cited: 54
A Systematic Review of the Effects of Automatic Scoring and Automatic Feedback in Educational Settings
Marcelo Guerra Hahn, Silvia Baldiris, Luis de‐la‐Fuente‐Valentín, et al.
IEEE Access (2021) Vol. 9, pp. 108190-108198
Open Access | Times Cited: 50
Marcelo Guerra Hahn, Silvia Baldiris, Luis de‐la‐Fuente‐Valentín, et al.
IEEE Access (2021) Vol. 9, pp. 108190-108198
Open Access | Times Cited: 50
METS: Multimodal Learning Analytics of Embodied Teamwork Learning
Linxuan Zhao, Zachari Swiecki, Dragan Gašević, et al.
(2023), pp. 186-196
Closed Access | Times Cited: 22
Linxuan Zhao, Zachari Swiecki, Dragan Gašević, et al.
(2023), pp. 186-196
Closed Access | Times Cited: 22
Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions
Dorottya Demszky, Jing Liu, Zid Mancenido, et al.
(2021)
Open Access | Times Cited: 33
Dorottya Demszky, Jing Liu, Zid Mancenido, et al.
(2021)
Open Access | Times Cited: 33
Is ChatGPT a Good Teacher Coach? Measuring Zero-Shot Performance For Scoring and Providing Actionable Insights on Classroom Instruction
Rose Wang, Dorottya Demszky
(2023)
Open Access | Times Cited: 16
Rose Wang, Dorottya Demszky
(2023)
Open Access | Times Cited: 16
Is ChatGPT a Good Teacher Coach? Measuring Zero-Shot Performance For Scoring and Providing Actionable Insights on Classroom Instruction
Rose Wang, Dorottya Demszky
(2023)
Open Access | Times Cited: 16
Rose Wang, Dorottya Demszky
(2023)
Open Access | Times Cited: 16
M-Powering Teachers: Natural Language Processing Powered Feedback Improves 1:1 Instruction and Student Outcomes
Dorottya Demszky, Jing Liu
(2023), pp. 59-69
Closed Access | Times Cited: 15
Dorottya Demszky, Jing Liu
(2023), pp. 59-69
Closed Access | Times Cited: 15
Automated feedback on discourse moves: teachers’ perceived utility of a professional learning tool
Jennifer Jacobs, Karla Scornavacco, Charis Clevenger, et al.
Educational Technology Research and Development (2024) Vol. 72, Iss. 3, pp. 1307-1329
Closed Access | Times Cited: 6
Jennifer Jacobs, Karla Scornavacco, Charis Clevenger, et al.
Educational Technology Research and Development (2024) Vol. 72, Iss. 3, pp. 1307-1329
Closed Access | Times Cited: 6
Epistemic Network Analysis for End-users: Closing the Loop in the Context of Multimodal Analytics for Collaborative Team Learning
Linxuan Zhao, Vanessa Echeverría, Zachari Swiecki, et al.
(2024), pp. 90-100
Open Access | Times Cited: 6
Linxuan Zhao, Vanessa Echeverría, Zachari Swiecki, et al.
(2024), pp. 90-100
Open Access | Times Cited: 6
ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development
Tricia J. Ngoon, S Sushil, Angela Stewart, et al.
(2024), pp. 1-15
Open Access | Times Cited: 6
Tricia J. Ngoon, S Sushil, Angela Stewart, et al.
(2024), pp. 1-15
Open Access | Times Cited: 6
Fine-tuning Transformers with Additional Context to Classify Discursive Moves in Mathematics Classrooms
Abhijit Suresh, Jennifer Jacobs, Margaret Perkoff, et al.
(2022)
Open Access | Times Cited: 22
Abhijit Suresh, Jennifer Jacobs, Margaret Perkoff, et al.
(2022)
Open Access | Times Cited: 22
Automated Feedback Improves Teachers’ Questioning Quality in Brick-and-Mortar Classrooms: Opportunities for Further Enhancement
Dorottya Demszky, Jing Liu, Heather C. Hill, et al.
Computers & Education (2024), pp. 105183-105183
Closed Access | Times Cited: 4
Dorottya Demszky, Jing Liu, Heather C. Hill, et al.
Computers & Education (2024), pp. 105183-105183
Closed 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
Emily Jensen, Samuel L. Pugh, Sidney D’Mello
(2021), pp. 302-312
Open Access | Times Cited: 25
Experiences of Teachers in School Administrator and Instructional Support: Management Plan
Charie Cuizon
(2025) Vol. 34, Iss. 4, pp. 495-511
Open Access
Charie Cuizon
(2025) Vol. 34, Iss. 4, pp. 495-511
Open Access
“It feels like we're not meeting the criteria”: Examining and Mitigating the Cascading Effects of Bias in Automatic Speech Recognition in Spoken Language Interfaces.
Kelechi Ezema, Chelsea Chandler, Rosy Southwell, et al.
(2025), pp. 1-13
Closed Access
Kelechi Ezema, Chelsea Chandler, Rosy Southwell, et al.
(2025), pp. 1-13
Closed Access
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics
Linxuan Zhao, Dragan Gašević, Zachari Swiecki, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1673-1702
Open Access | Times Cited: 3
Linxuan Zhao, Dragan Gašević, Zachari Swiecki, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1673-1702
Open Access | Times Cited: 3
High School English Teachers Reflect on Their Talk: A Study of Response to Automated Feedback with the Teacher Talk Tool
Sean Kelly, Gazi Güner, Nicholas Hunkins, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 3
Sean Kelly, Gazi Güner, Nicholas Hunkins, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 3
Machine-Learned Computational Models Can Enhance the Study of Text and Discourse: A Case Study Using Eye Tracking to Model Reading Comprehension
Sidney D’Mello, Rosy Southwell, Julie Gregg
Discourse Processes (2020) Vol. 57, Iss. 5-6, pp. 420-440
Closed Access | Times Cited: 23
Sidney D’Mello, Rosy Southwell, Julie Gregg
Discourse Processes (2020) Vol. 57, Iss. 5-6, pp. 420-440
Closed Access | Times Cited: 23
“Beautiful work, you're rock stars!”: Teacher Analytics to Uncover Discourse that Supports or Undermines Student Motivation, Identity, and Belonging in Classrooms
Nicholas Hunkins, Sean Kelly, Sidney D’Mello
(2022), pp. 230-238
Open Access | Times Cited: 14
Nicholas Hunkins, Sean Kelly, Sidney D’Mello
(2022), pp. 230-238
Open Access | Times Cited: 14
