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:
Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative
Dragan Gašević, Vitomir Kovanović, Srécko Joksimovíc, et al.
The International Review of Research in Open and Distributed Learning (2014) Vol. 15, Iss. 5
Open Access | Times Cited: 285
Dragan Gašević, Vitomir Kovanović, Srécko Joksimovíc, et al.
The International Review of Research in Open and Distributed Learning (2014) Vol. 15, Iss. 5
Open Access | Times Cited: 285
Showing 1-25 of 285 citing articles:
A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015
George Veletsianos, Peter Shepherdson
The International Review of Research in Open and Distributed Learning (2016) Vol. 17, Iss. 2
Open Access | Times Cited: 310
George Veletsianos, Peter Shepherdson
The International Review of Research in Open and Distributed Learning (2016) Vol. 17, Iss. 2
Open Access | Times Cited: 310
Models of learning space: integrating research on space, place and learning in higher education
Robert A. Ellis, Peter Goodyear
Review of Education (2016) Vol. 4, Iss. 2, pp. 149-191
Closed Access | Times Cited: 273
Robert A. Ellis, Peter Goodyear
Review of Education (2016) Vol. 4, Iss. 2, pp. 149-191
Closed Access | Times Cited: 273
Chinese university students' acceptance of MOOCs: A self-determination perspective
Mingming Zhou
Computers & Education (2015) Vol. 92-93, pp. 194-203
Closed Access | Times Cited: 264
Mingming Zhou
Computers & Education (2015) Vol. 92-93, pp. 194-203
Closed Access | Times Cited: 264
Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses
Jorge Maldonado‐Mahauad, Mar Pérez‐Sanagustín, René F. Kizilcec, et al.
Computers in Human Behavior (2017) Vol. 80, pp. 179-196
Closed Access | Times Cited: 260
Jorge Maldonado‐Mahauad, Mar Pérez‐Sanagustín, René F. Kizilcec, et al.
Computers in Human Behavior (2017) Vol. 80, pp. 179-196
Closed Access | Times Cited: 260
A systematic review of research methods and topics of the empirical MOOC literature (2014–2016)
Meina Zhu, Annisa Ratna Sari, Mimi Miyoung Lee
The Internet and Higher Education (2018) Vol. 37, pp. 31-39
Closed Access | Times Cited: 227
Meina Zhu, Annisa Ratna Sari, Mimi Miyoung Lee
The Internet and Higher Education (2018) Vol. 37, pp. 31-39
Closed Access | Times Cited: 227
Context counts: How learners' contexts influence learning in a MOOC
Nina Hood, Allison Littlejohn, Colin Milligan
Computers & Education (2015) Vol. 91, pp. 83-91
Open Access | Times Cited: 217
Nina Hood, Allison Littlejohn, Colin Milligan
Computers & Education (2015) Vol. 91, pp. 83-91
Open Access | Times Cited: 217
Learning Analytics in Higher Education—A Literature Review
Philipp Leitner, Mohammad Khalil, Martin Ebner
Studies in systems, decision and control (2017), pp. 1-23
Closed Access | Times Cited: 200
Philipp Leitner, Mohammad Khalil, Martin Ebner
Studies in systems, decision and control (2017), pp. 1-23
Closed Access | Times Cited: 200
Factors affecting student dropout in MOOCs: a cause and effect decision‐making model
Hanan Aldowah, Hosam Al‐Samarraie, Ahmed Ibrahim Alzahrani, et al.
Journal of Computing in Higher Education (2019) Vol. 32, Iss. 2, pp. 429-454
Closed Access | Times Cited: 182
Hanan Aldowah, Hosam Al‐Samarraie, Ahmed Ibrahim Alzahrani, et al.
Journal of Computing in Higher Education (2019) Vol. 32, Iss. 2, pp. 429-454
Closed Access | Times Cited: 182
Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)
Aras Bozkurt, Ela Akgün-Özbek, Olaf Zawacki‐Richter
The International Review of Research in Open and Distributed Learning (2017) Vol. 18, Iss. 5
Open Access | Times Cited: 180
Aras Bozkurt, Ela Akgün-Özbek, Olaf Zawacki‐Richter
The International Review of Research in Open and Distributed Learning (2017) Vol. 18, Iss. 5
Open Access | Times Cited: 180
The polarizing effect of the online flipped classroom
Christian Stöhr, Christophe Demazière, Tom Adawi
Computers & Education (2019) Vol. 147, pp. 103789-103789
Closed Access | Times Cited: 170
Christian Stöhr, Christophe Demazière, Tom Adawi
Computers & Education (2019) Vol. 147, pp. 103789-103789
Closed Access | Times Cited: 170
Determining Factors Affecting Acceptance of E-Learning Platforms during the COVID-19 Pandemic: Integrating Extended Technology Acceptance Model and DeLone & McLean IS Success Model
Yogi Tri Prasetyo, Ardvin Kester S. Ong, Giero Krissianne Frances Concepcion, et al.
Sustainability (2021) Vol. 13, Iss. 15, pp. 8365-8365
Open Access | Times Cited: 119
Yogi Tri Prasetyo, Ardvin Kester S. Ong, Giero Krissianne Frances Concepcion, et al.
Sustainability (2021) Vol. 13, Iss. 15, pp. 8365-8365
Open Access | Times Cited: 119
Digging deeper into learners' experiences in MOOC s: Participation in social networks outside of MOOC s, notetaking and contexts surrounding content consumption
George Veletsianos, Amy Collier, Emily Schneider
British Journal of Educational Technology (2015) Vol. 46, Iss. 3, pp. 570-587
Closed Access | Times Cited: 169
George Veletsianos, Amy Collier, Emily Schneider
British Journal of Educational Technology (2015) Vol. 46, Iss. 3, pp. 570-587
Closed Access | Times Cited: 169
Massive open online courses (MOOCs ): Insights and challenges from a psychological perspective
Melody Terras, Judith Ramsay
British Journal of Educational Technology (2015) Vol. 46, Iss. 3, pp. 472-487
Closed Access | Times Cited: 167
Melody Terras, Judith Ramsay
British Journal of Educational Technology (2015) Vol. 46, Iss. 3, pp. 472-487
Closed Access | Times Cited: 167
Why Study on a MOOC? The Motives of Students and Professionals
Colin Milligan, Allison Littlejohn
The International Review of Research in Open and Distributed Learning (2017) Vol. 18, Iss. 2
Open Access | Times Cited: 161
Colin Milligan, Allison Littlejohn
The International Review of Research in Open and Distributed Learning (2017) Vol. 18, Iss. 2
Open Access | Times Cited: 161
Systematic literature review on self-regulated learning in massive open online courses
Daeyeoul Lee, Sunnie Lee Watson, William R. Watson
Australasian Journal of Educational Technology (2018) Vol. 35, Iss. 1
Open Access | Times Cited: 160
Daeyeoul Lee, Sunnie Lee Watson, William R. Watson
Australasian Journal of Educational Technology (2018) Vol. 35, Iss. 1
Open Access | Times Cited: 160
What Research Says About MOOCs – An Explorative Content Analysis
Olaf Zawacki‐Richter, Aras Bozkurt, Uthman Alturki, et al.
The International Review of Research in Open and Distributed Learning (2018) Vol. 19, Iss. 1
Open Access | Times Cited: 131
Olaf Zawacki‐Richter, Aras Bozkurt, Uthman Alturki, et al.
The International Review of Research in Open and Distributed Learning (2018) Vol. 19, Iss. 1
Open Access | Times Cited: 131
Identifying potentially disruptive trends by means of keyword network analysis
Fefie Dotsika, Andrew Watkins
Technological Forecasting and Social Change (2017) Vol. 119, pp. 114-127
Open Access | Times Cited: 119
Fefie Dotsika, Andrew Watkins
Technological Forecasting and Social Change (2017) Vol. 119, pp. 114-127
Open Access | Times Cited: 119
How health professionals regulate their learning in massive open online courses
Colin Milligan, Allison Littlejohn
The Internet and Higher Education (2016) Vol. 31, pp. 113-121
Open Access | Times Cited: 118
Colin Milligan, Allison Littlejohn
The Internet and Higher Education (2016) Vol. 31, pp. 113-121
Open Access | Times Cited: 118
Understanding Learners’ Motivation and Learning Strategies in MOOCs
Carlos Alario‐Hoyos, Iria Estévez Ayres, Mar Pérez‐Sanagustín, et al.
The International Review of Research in Open and Distributed Learning (2017) Vol. 18, Iss. 3
Open Access | Times Cited: 118
Carlos Alario‐Hoyos, Iria Estévez Ayres, Mar Pérez‐Sanagustín, et al.
The International Review of Research in Open and Distributed Learning (2017) Vol. 18, Iss. 3
Open Access | Times Cited: 118
Self-regulation of learning and MOOC retention
Charo Repáraz Abaitua, Maite Aznárez‐Sanado, Guillermo Mendoza
Computers in Human Behavior (2020) Vol. 111, pp. 106423-106423
Closed Access | Times Cited: 112
Charo Repáraz Abaitua, Maite Aznárez‐Sanado, Guillermo Mendoza
Computers in Human Behavior (2020) Vol. 111, pp. 106423-106423
Closed Access | Times Cited: 112
What public media reveals about MOOC s: A systematic analysis of news reports
Vitomir Kovanović, Srécko Joksimovíc, Dragan Gašević, et al.
British Journal of Educational Technology (2015) Vol. 46, Iss. 3, pp. 510-527
Closed Access | Times Cited: 106
Vitomir Kovanović, Srécko Joksimovíc, Dragan Gašević, et al.
British Journal of Educational Technology (2015) Vol. 46, Iss. 3, pp. 510-527
Closed Access | Times Cited: 106
A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019
Meina Zhu, Annisa Ratna Sari, Mimi Miyoung Lee
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1685-1710
Closed Access | Times Cited: 106
Meina Zhu, Annisa Ratna Sari, Mimi Miyoung Lee
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1685-1710
Closed Access | Times Cited: 106
The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course
Eulho Jung, Dongho Kim, Meehyun Yoon, et al.
Computers & Education (2018) Vol. 128, pp. 377-388
Closed Access | Times Cited: 103
Eulho Jung, Dongho Kim, Meehyun Yoon, et al.
Computers & Education (2018) Vol. 128, pp. 377-388
Closed Access | Times Cited: 103
An elephant in the learning analytics room
Paul Prinsloo, Sharon Slade
(2017), pp. 46-55
Closed Access | Times Cited: 101
Paul Prinsloo, Sharon Slade
(2017), pp. 46-55
Closed Access | Times Cited: 101
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
Daeyeoul Lee, Sunnie Lee Watson, William R. Watson
The International Review of Research in Open and Distributed Learning (2020) Vol. 21, Iss. 1, pp. 23-39
Open Access | Times Cited: 101
Daeyeoul Lee, Sunnie Lee Watson, William R. Watson
The International Review of Research in Open and Distributed Learning (2020) Vol. 21, Iss. 1, pp. 23-39
Open Access | Times Cited: 101
