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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:

The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis
Lanqin Zheng, Xuan Zhang, Panpan Cui
Assessment & Evaluation in Higher Education (2019) Vol. 45, Iss. 3, pp. 372-386
Closed Access | Times Cited: 55

Showing 26-50 of 55 citing articles:

What predicts variation in reliability and validity of online peer assessment? A large‐scale cross‐context study
Yao Xiong, Christian D. Schunn, Yong Wu
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 2004-2024
Closed Access | Times Cited: 6
Using peer feedback to improve critical thinking in computer‐supported collaborative argumentation: An exploratory study
Wenli Chen, Hua Hu, Qianru Lyu, et al.
Journal of Computer Assisted Learning (2024)
Closed Access | Times Cited: 2
Do experiences of interactional inequality predict lower depth of future student participation in peer review?
Zheng Zong, Christian D. Schunn, Yanqing Wang
Computers in Human Behavior (2021) Vol. 127, pp. 107056-107056
Closed Access | Times Cited: 14
Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis
Fu‐Yun Yu, Yu-Hsin Liu, K. S. Liu
Studies In Educational Evaluation (2023) Vol. 78, pp. 101279-101279
Open Access | Times Cited: 5
Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading, which is better?
Natasha Dmoshinskaia, Hannie Gijlers, Ton de Jong
Studies In Educational Evaluation (2020) Vol. 68, pp. 100959-100959
Open Access | Times Cited: 13
Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness
Brian A. Vander Schee, Tim Dugan Birrittella
Marketing Education Review (2021) Vol. 31, Iss. 4, pp. 275-283
Closed Access | Times Cited: 11
Web-Based Peer Assessment Platforms: What Educational Features Influence Learning, Feedback and Social Interaction?
José Carlos G. Ocampo, Ernesto Panadero
Social interaction in learning and development (2023), pp. 165-182
Closed Access | Times Cited: 4
Citing as an online learning support tool for student-generated assessment
Fu‐Yun Yu, Ju-Ko Wei
Technology Pedagogy and Education (2024) Vol. 33, Iss. 2, pp. 165-186
Closed Access | Times Cited: 1
Peer- and self-assessment
Keith J. Topping
Elsevier eBooks (2022), pp. 79-88
Closed Access | Times Cited: 7
How Learning Analytics Can Help Orchestration of Formative Assessment? Data-Driven Recommendations for Technology- Enhanced Learning
Rialy Andriamiseza, Franck Silvestre, Jean‐François Parmentier, et al.
IEEE Transactions on Learning Technologies (2023) Vol. 16, Iss. 5, pp. 804-819
Closed Access | Times Cited: 3
The Effects of Web-Based Peer Assessment and Peer Feedback Quality on Students’ Performances in a Financial Market Course
Hung-Ling Chen, Chia‐Yu Liu
TechTrends (2023) Vol. 67, Iss. 4, pp. 664-675
Closed Access | Times Cited: 3
Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?
Rafi’ Safadi, Nadera Hawa
Instructional Science (2023) Vol. 52, Iss. 2, pp. 277-308
Closed Access | Times Cited: 3
Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study
Juan Ramón Rico-Juan, Cristina Cachero, Hermenegilda Macià
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 4, pp. 570-587
Open Access | Times Cited: 6
Cooperative/Collaborative Learning
Robyn M. Gillies
MDPI eBooks (2022)
Open Access | Times Cited: 4
The Effectiveness of Peer Assessment in EFL Blended Learning Environments
Jingchun Chen
(2021), pp. 566-568
Closed Access | Times Cited: 5
Digital Hardware for Peer Assessment in K-12 Schools and Universities
Keith J. Topping
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 5
Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approach
Rabeya Khatoon, Elinor Jones
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 6, pp. 910-927
Open Access | Times Cited: 4
Work in Progress: KLIQED, A Feedback Tool for Fostering Peer Engagement during Student Oral Presentations
Gbetonmasse B. Somasse, Melissa Wrobel
(2024)
Open Access
Effects of Descriptive Peer Assessment on the Learning of Middle and High School Students in South Korea
Mihyun Son, Minsu Ha
SAGE Open (2024) Vol. 14, Iss. 2
Open Access
Studying how social relationships affect peer assessment in an E-learning environment
Francisco Sousa, Tomás Alves, Sandra Gama, et al.
Learning Environments Research (2024)
Open Access
Designing Dialogic Peer Feedback in Collaborative Learning: The Role of Thinq Tank
Amber Van Hoe, Joel Wiebe, Jim Slotta, et al.
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1231-1231
Open Access
Incorporating peer feedback in academic writing: a systematic review of benefits and challenges
Yishul Wei, Donghong Liu
Frontiers in Psychology (2024) Vol. 15
Open Access
Microteaching and Peer Assessment in Mathematics Teaching Practice
Aziz İLHAN, Serdal POÇAN, Recep Aslaner
Brock Education Journal (2023) Vol. 32, Iss. 2, pp. 29-57
Open Access | Times Cited: 1
How Personality Traits Affect Peer Assessment in Distance Learning
Tomás Alves, Francisco Sousa, Sandra Gama, et al.
Technology Knowledge and Learning (2023) Vol. 29, Iss. 1, pp. 371-396
Open Access | Times Cited: 1
Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?
Natasha Dmoshinskaia, Hannie Gijlers, Ton de Jong
Journal of Science Education and Technology (2021) Vol. 31, Iss. 2, pp. 166-176
Open Access | Times Cited: 3

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