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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:

Group awareness and regulation in computer-supported collaborative learning
Lenka Schnaubert, Daniel Bodemer
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 1, pp. 11-38
Open Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

Computer-Supported Collaborative Learning
Carol K. K. Chan, Gaowei Chen, Bodong Chen
Oxford University Press eBooks (2024)
Closed Access | Times Cited: 12
Effects of group awareness support in CSCL on students’ learning performance: A three-level meta-analysis
Dengkang Chen, Yi Zhang, Heng Luo, et al.
International Journal of Computer-Supported Collaborative Learning (2024) Vol. 19, Iss. 1, pp. 97-129
Closed Access | Times Cited: 6
Research on the Quality of Collaboration in Project-Based Learning Based on Group Awareness
Rui Zhang, Shi Ji, Jianwei Zhang
Sustainability (2023) Vol. 15, Iss. 15, pp. 11901-11901
Open Access | Times Cited: 12
A systematic meta-analysis of the impacts of group awareness tools on learning achievements, learning behaviors, and learning perceptions from 2010–2023
Lanqin Zheng, Lei Gao, Zichen Huang, et al.
Interactive Learning Environments (2025), pp. 1-18
Closed Access
Validating the concept of immediacy of strategy use for the regulation of collaborative learning: Results from an expert study
Laura Spang, Martin Greisel, Ingo Kollar
New Ideas in Psychology (2025) Vol. 78, pp. 101155-101155
Open Access
How can scientific inquiry groups improve learning performance? ——Analysis based on the combination of NCA and fsQCA
Xiaoyue Wang, Cixiao Wang
Learning and Instruction (2025) Vol. 98, pp. 102135-102135
Closed Access
Measuring the quality of collaborative group engagement: Development and validation of the QCGE self-assessment scale (QCGE-SAS)
Loris Jeitziner, Lisa Paneth, Oliver Rack, et al.
International Journal of Computer-Supported Collaborative Learning (2025)
Open Access
Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study
Xiao Hu, Jeremy Ng, Samuel Kai Wah Chu
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 3, pp. 427-455
Closed Access | Times Cited: 16
The impacts of the comprehensive learning analytics approach on learning performance in online collaborative learning
Lanqin Zheng, Kinshuk Kinshuk, Yunchao Fan, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 12, pp. 16863-16886
Closed Access | Times Cited: 9
Perceptions of psychological safety in healthcare professionals’ online learner-learner interactions
Janna Knickerbocker, Andrew A. Tawfik
Journal of Computing in Higher Education (2024) Vol. 37, Iss. 1, pp. 392-418
Closed Access | Times Cited: 3
An immediate analysis of the interaction topic approach to promoting group performance, knowledge convergence, cognitive engagement, and coregulation in online collaborative learning
Lanqin Zheng, Lu Zhong, Yunchao Fan
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 9913-9934
Open Access | Times Cited: 7
Comparing the effectiveness of CSCL scripts for shared task perceptions in socially shared regulation of collaborative learning
Mariel Miller, Allyson F. Hadwin
International Journal of Computer-Supported Collaborative Learning (2024)
Closed Access | Times Cited: 2
A Collaborative Learning Environment Using Blogs in a Learning Management System
Victor Obionwu, David Broneske, Gunter Saake
(2022), pp. 213-232
Closed Access | Times Cited: 9
The effect of a group awareness tool in synchronous online discussions: studying participation, quality and balance
Emily Theophilou, J. Roberto Sánchez-Reina, Davinia Hernández‐Leo, et al.
Behaviour and Information Technology (2023) Vol. 43, Iss. 6, pp. 1149-1163
Open Access | Times Cited: 4
Feed-Back About the Collaboration Process from a Group Awareness Tool. Potential Boundary Conditions for Effective Regulation
Sebastian Strauß, Nikol Rummel
Social interaction in learning and development (2023), pp. 183-213
Closed Access | Times Cited: 4
External and internal sources of cognitive group awareness information: Effects on perception and usage
Laura-Jane Freund, Daniel Bodemer, Lenka Schnaubert
Research and Practice in Technology Enhanced Learning (2024) Vol. 20, pp. 011-011
Open Access | Times Cited: 1
CalMe: A Tangible Environment To Enhance Pupils Group Work Regulation
David Bertolo, Stéphane Faedda, Alexis Olry, et al.
ACM Transactions on Computer-Human Interaction (2024)
Open Access | Times Cited: 1
Team-based learning with group awareness: impact on students with different self-regulated learning levels
Jian‐Wei Lin, Hsieh‐Hong Huang, Hong-Ren Chen
Interactive Learning Environments (2023) Vol. 32, Iss. 8, pp. 4009-4019
Closed Access | Times Cited: 2
Examining the regulation of motivational and comprehension-related problems during collaborative learning
Nadine Melzner, Markus Dresel, Ingo Kollar
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 813-836
Open Access | Times Cited: 4
The Role of Traditional Leadership in Rural Development in South Africa: An Analysis of the Dualistic Government System
Sakiel Albert Monama, Ngoako J. Mokoele
Journal of Governance Risk Management Compliance and Sustainability (2024) Vol. 4, Iss. 2, pp. 1-15
Open Access
Awareness support in collaborative programming tools: An evaluation based on programmer's perception and eye tracking
Ana I. Molina, Crescencio Bravo, Jesús Gallardo, et al.
Journal of Systems and Software (2024) Vol. 220, pp. 112276-112276
Open Access
Empowering Collective Intentionality: A Framework for Social Change Through Group Consciousness
Muhammad Ajmal, Waqas Manzoor Dar, Azmat Islam, et al.
World Futures (2024), pp. 1-20
Closed Access
Propuesta de un modelo analítico de artículos de aprendizaje colaborativo a nivel universitario publicados en los últimos cinco años
Juliana Cardoni, Néstor Daniel Roselli
Propósitos y Representaciones (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 1
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?
Carolyn Penstein Rosé, Sanna Järvelä
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 3, pp. 327-331
Open Access | Times Cited: 1
Computer-Supported Collaborative Learning: Die Rolle des Digitalen bei der Unterstützung von kooperativem Lernen
Sebastian Strauß, Nikol Rummel
Springer eBooks (2023), pp. 127-164
Closed Access
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