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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:

Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Lilian Anthonysamy, Ah Choo Koo, Soon-Hin Hew
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 3677-3704
Closed Access | Times Cited: 142

Showing 1-25 of 142 citing articles:

Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning
Lilian Anthonysamy, Ah Choo Koo, Soon Hin Hew
Education and Information Technologies (2020) Vol. 25, Iss. 4, pp. 2393-2414
Closed Access | Times Cited: 201
Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China
Cixiao Wang, Ana Xie, Weimin Wang, et al.
BMJ Open (2020) Vol. 10, Iss. 10, pp. e041886-e041886
Open Access | Times Cited: 106
The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic
Lilian Anthonysamy
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 6881-6899
Open Access | Times Cited: 79
Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention
Mahmoud Maqableh, Mais Jaradat, Ala’a Azzam
Education and Information Technologies (2021) Vol. 26, Iss. 4, pp. 4003-4025
Open Access | Times Cited: 55
Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review
Yuzhi Lai, Nadira Saab, Wilfried Admiraal
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 7749-7780
Open Access | Times Cited: 50
What can online traces tell us about students’ self-regulated learning? A systematic review of online trace data analysis
Jiahui Du, Khe Foon Hew, Lejia Liu
Computers & Education (2023) Vol. 201, pp. 104828-104828
Closed Access | Times Cited: 29
Effects of emergency remote instruction during the COVID-19 pandemic on university physics students in Italy
Irene Marzoli, Arturo Colantonio, Claudio Fazio, et al.
Physical Review Physics Education Research (2021) Vol. 17, Iss. 2
Open Access | Times Cited: 45
Student Self-perception on Digital Literacy in STEM Blended Learning Environments
Branda Le, Gwendolyn Lawrie, Jack T. H. Wang
Journal of Science Education and Technology (2022) Vol. 31, Iss. 3, pp. 303-321
Open Access | Times Cited: 29
Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis
Hongjian Liao, Qianwei Zhang, Lin Yang, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12997-13025
Open Access | Times Cited: 21
Trend of Technology Pedagogical Content Knowledge (TPACK) Research in 2012-2022: Contribution to Science Learning of 21st Century
Bahtiar Bahtiar, Yusuf Yusuf, Aris Doyan, et al.
Jurnal Penelitian Pendidikan IPA (2023) Vol. 9, Iss. 5, pp. 39-47
Open Access | Times Cited: 17
Exploring the impact of augmented reality on student academic self-efficacy in higher education
Yvonne O’Connor, Carolanne Mahony
Computers in Human Behavior (2023) Vol. 149, pp. 107963-107963
Open Access | Times Cited: 17
Design principles for supporting self-regulated learning in flipped classrooms: A systematic review
Lejia LIU, Khe Foon Hew, Jiahui Du
International Journal of Educational Research (2024) Vol. 124, pp. 102319-102319
Closed Access | Times Cited: 7
Drivers of undergraduate students’ learning perceptions in the blended learning environment: The mediation role of metacognitive self-regulation
Ghada ElSayad
Education and Information Technologies (2024)
Open Access | Times Cited: 6
Revolutionizing Vocational Education: Information-Based Instruction and the Knowledge Economy
Lin Kang
Journal of the Knowledge Economy (2024)
Closed Access | Times Cited: 6
The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia
Lilian Anthonysamy, Parmjit Singh
Heliyon (2023) Vol. 9, Iss. 2, pp. e12198-e12198
Open Access | Times Cited: 15
MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study
Christian Dagenais, Aurélie Hot, Anne Bekelynck, et al.
PLoS ONE (2024) Vol. 19, Iss. 2, pp. e0297781-e0297781
Open Access | Times Cited: 4
The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review
Renzhi Luo, Yueliang Zhou
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 3005-3029
Open Access | Times Cited: 4
Developing the Physics Learning Management System (PLMS) to Support Blended Learning Models
Festiyed Festiyed
International Journal of Information and Education Technology (2025) Vol. 15, Iss. 1, pp. 18-29
Open Access
Design fit in gamified online programming learning environment
Wei‐Tsong Wang, Mega Kartika Sari
Learning and Instruction (2025) Vol. 96, pp. 102087-102087
Closed Access
Blended EFL Listening
Zola Chi-Chin Lai
International Journal of Adult Education and Technology (2025) Vol. 16, Iss. 1, pp. 1-25
Open Access
Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors
Nick Naujoks, Svenja Bedenlier, Michaela Gläser‐Zikuda, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 31
Do socio-cultural differences matter? A study of the learning effects and satisfaction with physical activity from digital learning assimilated into a university dance course
Hsiao-Wen Chao, Chien-Chih Wu, Chia‐Wen Tsai
Computers & Education (2021) Vol. 165, pp. 104150-104150
Closed Access | Times Cited: 29
Mapping of Scientific Production on Blended Learning in Higher Education
María Montserrat Castro Rodríguez, Diana Marín Suelves, Silvia López Gómez, et al.
Education Sciences (2021) Vol. 11, Iss. 9, pp. 494-494
Open Access | Times Cited: 28
Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course
Jerry Chih‐Yuan Sun, Yiming Liu, Xi Lin, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 12
Estrategias de aprendizaje autorregulado en estudiantes universitarios durante la contingencia COVID-19
María-del-Rosario Demuner-Flores, Manuel Alejandro Ibarra Cisneros, Rosa-María Nava-Rogel
Revista Iberoamericana de Educación Superior (2023)
Open Access | Times Cited: 11
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