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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:

Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning
Ramazan Yılmaz, Fatma Gizem Karaoğlan Yılmaz
Educational Technology Research and Development (2020) Vol. 68, Iss. 3, pp. 1355-1380
Closed Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education
Etem Yeşilyurt, Rabia Vezne
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 9885-9911
Open Access | Times Cited: 41
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving
Matías Rojas, Miguél Nussbaum, Orlando Guerrero, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 1, pp. 135-168
Closed Access | Times Cited: 38
Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies
Kshitij Sharma, Andy Nguyen, Yvonne Hong
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1398-1436
Open Access | Times Cited: 10
Pedagogical AI conversational agents in higher education: a conceptual framework and survey of the state of the art
Habeeb Yusuf, Arthur Money, Damon Daylamani-Zad
Educational Technology Research and Development (2025)
Open Access | Times Cited: 1
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning
Lanqin Zheng, Lu Zhong, Jiayu Niu
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 1, pp. 109-125
Closed Access | Times Cited: 50
An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system flipped classroom
Fatma Gizem Karaoğlan Yılmaz
Technology Pedagogy and Education (2021) Vol. 31, Iss. 1, pp. 15-34
Closed Access | Times Cited: 43
Exploring the role of sociability, sense of community and course satisfaction on students' engagement in flipped classroom supported by facebook groups
Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz
Journal of Computers in Education (2022) Vol. 10, Iss. 1, pp. 135-162
Closed Access | Times Cited: 35
Educational Robotics: Development of computational thinking in collaborative online learning
Nurassyl Kerimbayev, Nurdaulet Nurym, Аliya Akramova, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 14987-15009
Open Access | Times Cited: 20
Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness
Aneeshta Gunness, Margaret Jekanyika Matanda, Rajesh Rajaguru
Computers & Education (2023) Vol. 205, pp. 104884-104884
Closed Access | Times Cited: 18
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
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
An empirical study on the effect of group awareness in CSCL environments
Xiulin Ma, Jingjing Liu, Jing Liang, et al.
Interactive Learning Environments (2020) Vol. 31, Iss. 1, pp. 38-53
Closed Access | Times Cited: 36
An automatic knowledge graph construction approach to promoting collaborative knowledge building, group performance, social interaction and socially shared regulation in CSCL
Lanqin Zheng, Jiayu Niu, Miaolang Long, et al.
British Journal of Educational Technology (2022) Vol. 54, Iss. 3, pp. 686-711
Closed Access | Times Cited: 22
Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges
Ruofei Zhang, Di Zou, Gary Cheng, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8041-8069
Closed Access | Times Cited: 21
A meta‐analysis of effects of self‐directed learning in online learning environments
Min Young Doo, Meina Zhu
Journal of Computer Assisted Learning (2023) Vol. 40, Iss. 1, pp. 1-20
Open Access | Times Cited: 11
The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education
Xiao‐Feng Kenan Kok, Ching Yee Pua, Shermain Puah, et al.
British Educational Research Journal (2025)
Closed Access
Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement
Han Zhang, Mik Fanguy, Matthew Courtney, et al.
Computer Assisted Language Learning (2025), pp. 1-31
Open Access
The Effects of Using Scaffolding in Online Learning: A Meta-Analysis
Mingzhang Zuo, Sen Kong, Yuxia Ma, et al.
Education Sciences (2023) Vol. 13, Iss. 7, pp. 705-705
Open Access | Times Cited: 7
Modern aspects of the implementation of interactive technologies in a multidisciplinary university
Maria Odinokaya, Antonina A. Andreeva, Olga Mikhailova, et al.
E3S Web of Conferences (2020) Vol. 164, pp. 12011-12011
Open Access | Times Cited: 18
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
Using zoom as a computer-supported collaborative learning tool: modeling of relations between technology acceptance, knowledge-sharing behaviours, community of inquiry, and social interaction space
Ramazan Yılmaz
Interactive Learning Environments (2023), pp. 1-19
Closed Access | Times Cited: 4
Investigation of the effect of group cohesion, group atmosphere, transactive memory system, and social interaction space on online cooperative learning attitude
Seyfullah Gökoğlu, Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz
Journal of Computers in Education (2024)
Closed Access | Times Cited: 1
A case study of supporting group awareness to facilitate CSCL through a minimalist approach
Lili Zhang
Educational Technology Research and Development (2024)
Closed Access | Times Cited: 1
Supporting Coordination and Peer Editing in Students’ Online Collaborative Writing Processes
Maya Usher, Ido Roll, Orly Fuhrman, et al.
International Journal of Artificial Intelligence in Education (2024)
Open Access | Times Cited: 1
How does task complexity affect group processes and dynamics in computer-supported collaborative learning? An analysis of structural relationships between perceived task complexity, group atmosphere, group cohesion, transactive memory
Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz
Journal of Computing in Higher Education (2024)
Closed Access | Times Cited: 1
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