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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.

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Showing 1-25 of 47 citing articles:

A systematic review of research on online teaching and learning from 2009 to 2018
Florence Martin, Ting Sun, Carl D. Westine
Computers & Education (2020) Vol. 159, pp. 104009-104009
Open Access | Times Cited: 443
An examination of teachers’ strategies to foster student engagement in blended learning in higher education
Géraldine Heilporn, Sawsen Lakhal, Marilou Bélisle
International Journal of Educational Technology in Higher Education (2021) Vol. 18, Iss. 1
Open Access | Times Cited: 248
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?
Claude Müller, Thoralf Mildenberger, Daniel Steingruber
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 59
Award-winning faculty online teaching practices: Elements of award-winning courses
Swapna Kumar, Florence Martin, Kiran Budhrani, et al.
Online Learning (2019) Vol. 23, Iss. 4
Open Access | Times Cited: 80
Video use in online and blended courses: a qualitative synthesis
Eric S. Belt, Patrick R. Lowenthal
Distance Education (2021) Vol. 42, Iss. 3, pp. 410-440
Closed Access | Times Cited: 56
The Effects of E-Learning on Students’ Motivation to Learn in Higher Education
Elgilani Elshareif, Elfadil A. Mohamed
Online Learning (2021) Vol. 25, Iss. 3
Open Access | Times Cited: 49
Language Teachers’ Emergency Remote Teaching Experiences During the COVID-19 Confinement
Catalina Juárez Díaz, Moisés Perales
PROFILE Issues in Teachers Professional Development (2021) Vol. 23, Iss. 2, pp. 121-135
Open Access | Times Cited: 47
University students experience the COVID-19 induced shift to remote instruction
Bob Ives
International Journal of Educational Technology in Higher Education (2021) Vol. 18, Iss. 1
Open Access | Times Cited: 43
Blended Learning: Balancing the Best of Both Worlds for Adult Learners
Kelly McKenna, Kalpana Gupta, Leann M. R. Kaiser, et al.
Adult Learning (2019) Vol. 31, Iss. 4, pp. 139-149
Closed Access | Times Cited: 49
Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities
Esinam Afi Kayi
British Journal of Educational Technology (2024) Vol. 55, Iss. 6, pp. 2760-2786
Closed Access | Times Cited: 4
Examining effects of instructional strategies on student engagement in blended online courses
Géraldine Heilporn, Sawsen Lakhal, Marilou Bélisle
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 6, pp. 1657-1673
Closed Access | Times Cited: 16
Fostering student engagement in blended courses: A qualitative study at the graduate level in a business faculty
Géraldine Heilporn, Sawsen Lakhal
The International Journal of Management Education (2021) Vol. 19, Iss. 3, pp. 100569-100569
Open Access | Times Cited: 19
DISTANCE LEARNING AS THE NEW REALITY IN TERTIARY EDUCATION: A CASE STUDY
Ilona Huszti, György Csatáry, Ilona Lechner
Advanced Education (2022), pp. 100-120
Open Access | Times Cited: 10
Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course
Mei Jiang, Julia Ballenger, William Holt
Online Learning (2019) Vol. 23, Iss. 4
Open Access | Times Cited: 17
A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study
Michelle Gonzalez, Noreen S. Moore
International Journal of Educational Methodology (2020) Vol. 6, Iss. 1, pp. 223-236
Open Access | Times Cited: 15
Implementing H5P Online Interactive Activities at Scale
Li Chen, Penelope Manwaring, Ghaith Zakaria, et al.
(2021), pp. 81-92
Open Access | Times Cited: 13
Unlocking students’ motivation in the blended higher education classroom: Lecturers’ perspectives
Ksenia Zavyalova
E-Learning and Digital Media (2020) Vol. 17, Iss. 5, pp. 425-441
Closed Access | Times Cited: 14
Teaching Online in the Age of COVID-19
Zalfa Feghali, Ben Offiler, Miguel Hernandez, et al.
Journal of American Studies (2021) Vol. 55, Iss. 1, pp. 212-241
Open Access | Times Cited: 11
Feedback in Postgraduate Online Learning: Perspectives and Practices
Dai Hounsell
Postdigital science and education (2021), pp. 39-62
Open Access | Times Cited: 10
Blended Learning at the Faculty of Business in Al-Balqa Applied University
Khalil Al‐Hyari
International Journal of Business and Management (2020) Vol. 15, Iss. 10, pp. 14-14
Open Access | Times Cited: 8
Exploring the characteristics of adults’ online learning activities: a case study of EdX online institute
Yuewei Shi, Xi Lin
Research in Learning Technology (2021) Vol. 29
Open Access | Times Cited: 7
Using VR for Collaborative Learning
Jonathan Spike, Ying Xie
Advances in information quality and management (2023), pp. 1-15
Open Access | Times Cited: 2
Student Initiative Empowers Engagement for Learning Online
Houston Heflin, Suzanne Fournier Macaluso
Online Learning (2021) Vol. 25, Iss. 3
Open Access | Times Cited: 5
Learning activities in online EFL classrooms through the lens of learning theories
Sadegh Hemmati Salekdeh, Jaleh Hassaskhah
(2023), pp. 1-6
Closed Access | Times Cited: 1
Challenges and opportunities of EFL teachers in Thailand during emergency remote teaching
Chadaporn Takong, Sittichai Wichaidit
Kasetsart Journal of Social Sciences (2023) Vol. 45, Iss. 1
Open Access | Times Cited: 1
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