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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:

Dialogic intervisualizing in multimodal inquiry
SM Bridges, Cindy E. Hmelo‐Silver, Lap Ki Chan, et al.
International Journal of Computer-Supported Collaborative Learning (2020) Vol. 15, Iss. 3, pp. 283-318
Closed Access | Times Cited: 21

Showing 21 citing articles:

What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review
Joni Lämsä, Raija Hämäläinen, Pekka Koskinen, et al.
Educational Research Review (2021) Vol. 33, pp. 100387-100387
Open Access | Times Cited: 55
Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons
Pengjin Wang, Chao Yang, Yuyao Tong, et al.
Learning Culture and Social Interaction (2025) Vol. 51, pp. 100892-100892
Closed Access
Unraveling temporally entangled multimodal interactions: investigating verbal and nonverbal contributions to collaborative construction of embodied math knowledge
Hanall Sung, Mitchell J. Nathan
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
The architecture for synchronous hybrid peer learning using pedagogy-space-technology (PST) framework
Tris Kee, Blair Kuys, Jing Zhang
Education and Information Technologies (2025)
Open Access
Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework
Sara Hennessy
Classroom Discourse (2024), pp. 1-35
Open Access | Times Cited: 2
International Perspectives on the Transformation of Teaching in the New Normal
SM Bridges, Cecilia Ka Yuk Chan, R Ceperkovic, et al.
(2023), pp. 259-295
Closed Access | Times Cited: 6
iTalk–iSee: A participatory visual learning analytical tool for productive peer talk
Liru Hu, Jiajun Wu, Gaowei Chen
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 3, pp. 397-425
Closed Access | Times Cited: 10
Multimodal dialogue in small-group mathematics learning
Rotem Abdu, Gitte Van Helden, Rosa Alberto, et al.
Learning Culture and Social Interaction (2021) Vol. 29, pp. 100491-100491
Open Access | Times Cited: 12
Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach
Liru Hu, Gaowei Chen, Jiajun Wu
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1632-1657
Closed Access | Times Cited: 1
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education
Monaliza Maximo Chian, SM Bridges, D.P.L. Lee
Learning Culture and Social Interaction (2021) Vol. 31, pp. 100573-100573
Closed Access | Times Cited: 7
Teaching talk for thinking: The efficacy of a peer talk teaching program for improving group thinking
Liru Hu, Gaowei Chen, Jiajun Wu
Thinking Skills and Creativity (2023) Vol. 48, pp. 101291-101291
Closed Access | Times Cited: 2
Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work
F F Firmansyah, Cholis Sa’dijah, Subanji Subanji, et al.
TEM Journal (2022), pp. 1391-1398
Open Access | Times Cited: 3
Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens
Sergio C. T. Lo, SM Bridges, Monaliza Maximo Chian, et al.
Learning Culture and Social Interaction (2024) Vol. 47, pp. 100834-100834
Closed Access
Making sense of making: bringing a design and making project to school
Tiina Keisanen, Leena Kuure, Netta Iivari, et al.
Classroom Discourse (2024), pp. 1-19
Open Access
Visual Representations for Studying Collaborative Inquiry
Daeun Hong, Srijita Chakraburty, Xiaotian Zou, et al.
Interdisciplinary Journal of Problem-based Learning (2023) Vol. 17, Iss. 2
Open Access | Times Cited: 1
An interactional ethnographic exploration of in-time and over time mentor-student interactions in invention education
Audra Skukauskaitė, SM Bridges, Michelle Sullivan
Interdisciplinary Journal of Problem-based Learning (2023) Vol. 17, Iss. 2
Open Access | Times Cited: 1
Multiliterate Person: the View of Students and Teachers
Т.Г. Галактионова, Olga A. Kazakova
Mediaobrazovanie (2022) Vol. 18, Iss. 2
Open Access | Times Cited: 2
Passando a limpo a PBL (Problem-based learning): uma revisão internacional ultra-recente
Valesca Brasil Irala, Leandro Blass, Everton Silveira Ribeiro
Revista Educar Mais (2020) Vol. 4, Iss. 3, pp. 834-850
Open Access | Times Cited: 1
Special issue editorial: “Videos and teacher learning”
SM Bridges, Gaowei Chen, Carol K. K. Chan
Learning Culture and Social Interaction (2023) Vol. 40, pp. 100704-100704
Closed Access
Presence, Absence, and Spatial Relations: An Interactional Ethnography of Physical-Virtual Field-Based Learning Through a Sociomaterial Lens
SM Bridges, Sergio C. T. Lo, Monaliza Maximo Chian, et al.
(2023)
Closed Access
Knowledge Construction in Problem-Based Learning: A Lag-Sequential Analysis of Teachers’ and Students’ Discourse Moves
Binbin Zheng, Qing He, Junru Lei
Teaching and Learning in Medicine (2023), pp. 1-14
Closed Access
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