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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:

Indicators for enhancing learners’ engagement in massive open online courses: A systematic review
Abiodun Ogunyemi, James Sunney Quaicoe, Merja Bauters
Computers and Education Open (2022) Vol. 3, pp. 100088-100088
Open Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

Take a MOOC and then drop: A systematic review of MOOC engagement pattern and dropout factor
Hao Huang, Lihjen Jew, Dandan Qi
Heliyon (2023) Vol. 9, Iss. 4, pp. e15220-e15220
Open Access | Times Cited: 24
Representing Groups of Students as Personas: A Systematic Review of Persona Creation, Application, and Trends in the Educational Domain
Ali Farooq, Amani Alabed, Pilira Stella Msefula, et al.
Computers and Education Open (2025), pp. 100242-100242
Open Access
A body image training program for health professionals: A single group pre-post evaluation
Maryam Marashi, Erin K. O’Loughlin, David M. Brown, et al.
Body Image (2025) Vol. 53, pp. 101863-101863
Closed Access
Video-based lecture engagement in a flipped classroom environment
Raquel Gutiérrez‐González, Álvaro Zamarrón, Ana Royuela
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
Enhancing Student Learning Outcomes: The Interplay of Technology Integration, Pedagogical Approaches, Learner Engagement, and Leadership Support
Sultan Bader Aljehani
(2024), pp. 418-437
Open Access | Times Cited: 3
Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses
Uthman Alturki, Ahmed Aldraiweesh
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Developing a Next-Generation Model for Massive Digital Learning
Chris Dede, William Lidwell
Education Sciences (2023) Vol. 13, Iss. 8, pp. 845-845
Open Access | Times Cited: 8
La supervisión de la enseñanza no presencial en centros educativos no universitarios
Nuria Falla-Falcón, Eloy López Menéses, Anne C. Aubry, et al.
Campus Virtuales (2022) Vol. 11, Iss. 2, pp. 161-161
Open Access | Times Cited: 12
Do graduate courses in a HyFlex mode foster emotional, cognitive and behavioral engagement? A consideration.

Journal of Applied Learning & Teaching (2024) Vol. 7, Iss. 1
Open Access | Times Cited: 2
A systematic review in understanding stakeholders’ role in developing adaptive learning systems
Nawaf Alajlani, Michael Crabb, Iain R. Murray
Journal of Computers in Education (2023) Vol. 11, Iss. 3, pp. 901-920
Open Access | Times Cited: 5
Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review
Nur Arifah Drajatı, Dewi Rochsantiningsih, Martono Martono, et al.
AL-ISHLAH Jurnal Pendidikan (2024) Vol. 16, Iss. 1, pp. 27-42
Open Access | Times Cited: 1
Effective strategies and interventions for engaging at-risk youth: a rapid systematic review of the literature
Alexa J. Toews, Nicole Letourneau, Carrie Pohl, et al.
Discover Psychology (2024) Vol. 4, Iss. 1
Open Access | Times Cited: 1
What Factors Contribute to Effective Online Higher Education? A Meta-Review
Chevy van Dorresteijn, Dina Fajardo-Tovar, Natalie Pareja Roblin, et al.
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 1
The relationship between cyberchondria and health literacy among first-year nursing students: the mediating effect of health anxiety
Samira Saad Ali, Nourhan Essam Hendawi Hendawi, Ayman Mohamed El‐Ashry, et al.
BMC Nursing (2024) Vol. 23, Iss. 1
Open Access | Times Cited: 1
Understanding the success factors of MOOCs’ retention intention: A Necessary Condition Analysis
Zhang Huacui, Md. Nahin Hossain, Kong Zhen, et al.
PLoS ONE (2024) Vol. 19, Iss. 11, pp. e0310006-e0310006
Open Access | Times Cited: 1
Game Over or Continue? How Gamification Can Improve Completion Rate in Adaptive Learning
Francisco Pitthan, Karel De Witte
(2023)
Closed Access | Times Cited: 2
Indicators for determining the effective level of digitalization in Higher Education
Tsvetana Stoyanova, Kiril Anguelov
Journal of Entrepreneurship and Sustainability Issues (2024) Vol. 11, Iss. 3, pp. 246-264
Open Access
A web-based lifestyle-related course for people living with multiple sclerosis: evaluation of course completion, satisfaction, and lifestyle changes of participants enrolled in a randomised controlled trial (Preprint)
Maggie Yu, Sandra Neate, Steve Simpson, et al.
(2024)
Closed Access
The Effect of Self Esteem and Learning Motivation on Learning Achievement Mediated by Emotional Intelligence
Raden Roro Baiduri Nilawati, Muhammad Ghufron, Diah Kukuh Nurani
Devotion Journal of Research and Community Service (2024) Vol. 5, Iss. 4, pp. 507-511
Open Access
Feasibility of Web-based Digital Arabic Gamification Media for Islamic Junior High School Students
Jamaluddin Shiddiq, Ahmad Zubaidi, Muhammad Nur Kholis, et al.
ARABIYATUNA Jurnal Bahasa Arab (2024) Vol. 8, Iss. 1, pp. 169-169
Open Access
Avaliação de sistema de tutoria inteligente para cooperar com tutores humanos
Aluísio José Pereira, Alex Sandro Gomes, Tiago Thompsen Primo
Gestão org (2024) Vol. 22, Iss. 1
Open Access
The relationship between Cyberchondria and Health Literacy among first year Nursing Students: the mediating effect of health anxiety.
Manal Saeed Mohammed, Nourhan Essam Hendawi Hendawi, Ayman Mohamed El‐Ashry, et al.
Research Square (Research Square) (2024)
Closed Access
Game over or continue? How gamification can improve completion rate in adaptive learning
Francisco Pitthan, Kristof De Witte
Education and Information Technologies (2024)
Closed Access
Exploration of the online learners’ actions: A sequence mining approach
Rusada Natthaphatwirata, Wannisa Matcha
Online Journal of Communication and Media Technologies (2024) Vol. 14, Iss. 4, pp. e202446-e202446
Open Access
The effects of practice testing and feedback on learners’ performance and persistence in a massive open online course
Anastasiya A. Lipnevich, Maria Janelli, Mi Jin Park, et al.
Journal of Research on Technology in Education (2024), pp. 1-20
Closed Access
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