Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
Amanda J. Rockinson‐Szapkiw, Jillian L. Wendt, Mervyn Whighting, et al.
The International Review of Research in Open and Distributed Learning (2016) Vol. 17, Iss. 3
Open Access | Times Cited: 121

Showing 1-25 of 121 citing articles:

Predicting student satisfaction and perceived learning within online learning environments
Emtinan Alqurashi
Distance Education (2018) Vol. 40, Iss. 1, pp. 133-148
Closed Access | Times Cited: 588
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?
Ina Blau, Tamar Shamir‐Inbal, Orit Avdiel
The Internet and Higher Education (2019) Vol. 45, pp. 100722-100722
Closed Access | Times Cited: 257
A systematic review of the Community of Inquiry survey
Stefan Stenbom
The Internet and Higher Education (2018) Vol. 39, pp. 22-32
Closed Access | Times Cited: 176
Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance
Irena Galikyan, Wilfried Admiraal
The Internet and Higher Education (2019) Vol. 43, pp. 100692-100692
Closed Access | Times Cited: 172
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning
Secil Caskurlu, Yukiko Maeda, Jennifer Richardson, et al.
Computers & Education (2020) Vol. 157, pp. 103966-103966
Closed Access | Times Cited: 160
Online Students’ Attitudes Toward Collaborative Learning and Sense of Community
Ritushree Chatterjee, Ana‐Paula Correia
American Journal of Distance Education (2019) Vol. 34, Iss. 1, pp. 53-68
Closed Access | Times Cited: 147
Building bridges to advance the Community of Inquiry framework for online learning
Peter Shea, Jennifer Richardson, Karen Swan
Educational Psychologist (2022) Vol. 57, Iss. 3, pp. 148-161
Closed Access | Times Cited: 95
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning
Mohammadreza Farrokhnia, Abbas Taghizade, Roshan Ahmadi, et al.
The Internet and Higher Education (2025), pp. 100992-100992
Open Access | Times Cited: 2
The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning
Moon‐Heum Cho, Yanghee Kim, Dongho Choi
The Internet and Higher Education (2017) Vol. 34, pp. 10-17
Closed Access | Times Cited: 170
On the N th presence for the Community of Inquiry framework
Kadir Kozan, Secil Caskurlu
Computers & Education (2018) Vol. 122, pp. 104-118
Closed Access | Times Cited: 118
The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic
Xiantong Yang, Mengmeng Zhang, Lingqiang Kong, et al.
Journal of Science Education and Technology (2020) Vol. 30, Iss. 3, pp. 380-393
Open Access | Times Cited: 102
A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments
Florence Martin, Tong Wu, Liyong Wan, et al.
Online Learning (2022) Vol. 26, Iss. 1
Open Access | Times Cited: 70
Time well spent: Creating a community of inquiry in blended first-year writing courses
Lyra Hilliard, M. Kathryn Stewart
The Internet and Higher Education (2018) Vol. 41, pp. 11-24
Closed Access | Times Cited: 82
Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing
Dayu Jiang, Lawrence Jun Zhang
Computers & Education (2020) Vol. 150, pp. 103841-103841
Closed Access | Times Cited: 60
Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning
Tamar Shamir‐Inbal, Ina Blau
Professional Development in Education (2020) Vol. 48, Iss. 5, pp. 734-750
Closed Access | Times Cited: 54
How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?
Rabindra Ratan, Chimobi Ucha, Yiming Lei, et al.
Computers & Education (2022) Vol. 191, pp. 104621-104621
Closed Access | Times Cited: 37
Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning
Yamei Zhang, Yuan Tian, Liangshuang Yao, et al.
Computers & Education (2022) Vol. 179, pp. 104427-104427
Closed Access | Times Cited: 32
Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills
Ian Douglas Fischer, Jie Chi Yang
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 30
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes
Zhiru Sun, Yuqin Yang
The Internet and Higher Education (2023) Vol. 58, pp. 100911-100911
Closed Access | Times Cited: 19
Self-regulation in Three Types of Online Interaction: How Does It Predict Online Pre-service Teachers’ Perceived Learning and Satisfaction?
Mehmet Kara, Volkan Kukul, Recep Çakır
The Asia-Pacific Education Researcher (2020) Vol. 30, Iss. 1, pp. 1-10
Closed Access | Times Cited: 46
Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework
Patrick Dempsey, Jie Zhang
Online Learning (2019) Vol. 23, Iss. 1
Open Access | Times Cited: 44
Social media on blended learning: the effect of rapport and motivation
Wenzhi Zheng, Yu Fang, Yenchun Jim Wu
Behaviour and Information Technology (2021) Vol. 41, Iss. 9, pp. 1941-1951
Closed Access | Times Cited: 40
Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses
Daniel Bailey
Journal of Computers in Education (2021) Vol. 9, Iss. 2, pp. 291-313
Closed Access | Times Cited: 33
Do zoom meetings really help? A comparative analysis of synchronous and asynchronous online learning during Covid‐19 pandemic
Ruonan Zhang, Nicky Chang Bi, Trinideé Mercado
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 1, pp. 210-217
Open Access | Times Cited: 26
Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning
K. Supriya, Chris Mead, Ariel D. Anbar, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 31
Page 1 - Next Page

Scroll to top