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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:

Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey
A. Patricia Aguilera-Hermida, Angélica Quiroga-Garza, Sanjuana Gómez-Mendoza, et al.
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 6823-6845
Open Access | Times Cited: 116

Showing 1-25 of 116 citing articles:

E-learning in health professions education during the COVID-19 pandemic: a systematic review
Aziz Naciri, Mohamed Radid, Ahmed Kharbach, et al.
Journal of Educational Evaluation for Health Professions (2021) Vol. 18, pp. 27-27
Open Access | Times Cited: 149
Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks
Kingsley Okoye, Hussein Haruna, Arturo Arrona‐Palacios, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 2, pp. 2291-2360
Open Access | Times Cited: 98
Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model
Mohd Shafie Rosli, Nor Shela Saleh
Current Psychology (2022) Vol. 42, Iss. 21, pp. 18212-18231
Open Access | Times Cited: 64
Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era
Rivi Frei-Landau, Yulia Muchnik-Rozanov, Orit Avidov‐Ungar
Education and Information Technologies (2022) Vol. 27, Iss. 9, pp. 12811-12838
Open Access | Times Cited: 46
A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years
Zhonggen Yu, Ming Li
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 11669-11688
Open Access | Times Cited: 37
Trends on Using the Technology Acceptance Model (TAM) for Online Learning: A Bibliometric and Content Analysis
Hassan Abuhassna, Noraffandy Yahaya, Megat Aman Zahiri Megat Zakaria, et al.
International Journal of Information and Education Technology (2023) Vol. 13, Iss. 1, pp. 131-142
Open Access | Times Cited: 34
Evaluating the actual use of learning management systems during the covid-19 pandemic: an integrated theoretical model
Maryam Nasser Al-Nuaimi, Omar Said Al Sawafi, Sohail Iqbal Malik, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6905-6930
Closed Access | Times Cited: 36
A structural equation model predicting adults’ online learning self-efficacy
Noriel P. Calaguas, Paolo Maria P. Consunji
Education and Information Technologies (2022) Vol. 27, Iss. 5, pp. 6233-6249
Open Access | Times Cited: 33
Towards digital access during pandemic age: better learning service or adaptation struggling?
Miftachul Huda
foresight (2022) Vol. 25, Iss. 1, pp. 82-107
Closed Access | Times Cited: 30
The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory
Jian‐Hong Ye, Yi-Sang Lee, Chiung-Ling Wang, et al.
Sustainability (2023) Vol. 15, Iss. 3, pp. 1819-1819
Open Access | Times Cited: 18
Analyzing students’ e-learning usage and post-usage outcomes in higher education
Muhammad Shariat Ullah, Md. Rakibul Hoque, Muhammad Abdul Aziz, et al.
Computers and Education Open (2023) Vol. 5, pp. 100146-100146
Open Access | Times Cited: 18
Effects of regulatory focus on online learning engagement of high school students: The mediating role of self‐efficacy and academic emotions
Wenbo Deng, Weina Lei, Xipei Guo, et al.
Journal of Computer Assisted Learning (2021) Vol. 38, Iss. 3, pp. 707-718
Closed Access | Times Cited: 36
The impact of COVID-19 on students’ academic performance: The case of the university of Ghana business school
Joseph Ofori Acheampong
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 12
Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement
Changqin Huang, Yaxin Tu, Tao He, et al.
European Journal of Psychology of Education (2023) Vol. 39, Iss. 1, pp. 361-388
Open Access | Times Cited: 12
Digital learning and the ESL online classroom in higher education: teachers’ perspectives
Noble Lo
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 12
Exploring learner satisfaction and the effectiveness of microlearning in higher education
Albert Rof, Andrea Bikfalvi, Pilar Marquès
The Internet and Higher Education (2024) Vol. 62, pp. 100952-100952
Open Access | Times Cited: 4
M-Learning in education during COVID-19: A systematic review of sentiment, challenges, and opportunities
Atika Qazi, Javaria Qazi, Khulla Naseer, et al.
Heliyon (2024) Vol. 10, Iss. 12, pp. e32638-e32638
Open Access | Times Cited: 4
Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic
Aljawharah M. Aldosari, Saad M. Alramthi, Hala F. Eid
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 20
Pedagogical access and ethical considerations in forensic anthropology and bioarchaeology
Micayla Spiros, Amber M. Plemons, Jack Biggs
Science & Justice (2022) Vol. 62, Iss. 6, pp. 708-720
Closed Access | Times Cited: 18
Effects of a collaborative and gamified online learning methodology on class and test emotions
Javier Pérez-Aranda, Samuel Medina‐Claros, Ricardo Urrestarazu Capellán
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 1823-1855
Open Access | Times Cited: 11
Enhanced or diminished attitudes: University students’ agency
Maggie Hartnett, Cheryl Brown, Dianne Forbes, et al.
Computers & Education (2023) Vol. 198, pp. 104773-104773
Closed Access | Times Cited: 10
Exploring the Attitudes of English Language Learners toward Online Learning in Indonesian Higher Education
Adi Isma, Putu Wahyu Sudewi, Amrang Amrang
The Journal of AsiaTEFL (2024) Vol. 21, Iss. 1, pp. 207-216
Open Access | Times Cited: 3
A mixed blessing: student engagement in emergency online learning during COVID-19 in China
Hongbiao Yin
Assessment & Evaluation in Higher Education (2022) Vol. 48, Iss. 3, pp. 362-376
Closed Access | Times Cited: 17
Acceptance of online distance learning (ODL) among students: Mediating role of utilitarian and hedonic value
Syed Shah Alam, Mohammad Masukujjaman, M. Ghufran Ahmad, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 7, pp. 8503-8536
Open Access | Times Cited: 17
A systematic review of K–12 education responses to emergency remote teaching during the COVID-19 pandemic
Ahmed Khalaf Al Mazrooei, Samah Hatem Almaki, Mnyero Gunda, et al.
International Review of Education (2022) Vol. 68, Iss. 6, pp. 811-841
Open Access | Times Cited: 17
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