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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:

The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners
Meina Zhu, Min Young Doo
Journal of Computing in Higher Education (2021) Vol. 34, Iss. 2, pp. 321-342
Open Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

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
A tri-phenomenon perspective to mitigate MOOCs' high dropout rates: the role of technical, pedagogical, and contextual factors on language learners' L2 motivational selves, and learning approaches to MOOC
Amir Reza Rahimi
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 11
Is MOOC really effective? Exploring the outcomes of MOOC adoption and its influencing factors in a higher educational institution in China
Hao Huang, Dandan Qi
PLoS ONE (2025) Vol. 20, Iss. 2, pp. e0317701-e0317701
Open Access | Times Cited: 1
Understanding the role of learner engagement in determining MOOCs satisfaction: a self-determination theory perspective
Yafei Liu, Mingli Zhang, Dan Qi, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 6084-6098
Closed Access | Times Cited: 36
Student expectations of teaching and learning when starting university: a systematic review
Amy Tomlinson, Andrew Simpson, Clare Killingback
Journal of Further and Higher Education (2023) Vol. 47, Iss. 8, pp. 1054-1073
Open Access | Times Cited: 21
Subgroups of self-directed learning ability and their differences in professional identity among nursing undergraduates during the COVID-19 pandemic: a latent profile analysis
Tianji Zhou, Yizhen Yin, Hanyi Zhang, et al.
BMC Nursing (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 15
Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management
Chunmei She, Qiao Liang, Wenjun Jiang, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 15
Exploring Students Online Learning Behavioral Engagement in University: Factors, Academic Performance and Their Relationship
Yonghong Wang, Mingzhang Zuo, Xiangchun He, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 1, pp. 78-78
Open Access
How goal clarity affects college students' perceived effectiveness of online self-directed learning: Evidence from China
Weiqin Li, Kailei Wei, Tao Xu, et al.
Education and Information Technologies (2025)
Open Access
Affordances, constraints, and implications of ChatGPT in education from a social-ecological perspective: A data mining approach
Yuchun Zhong, Jie Lian, Hao Huang, et al.
Education and Information Technologies (2025)
Open Access
The Role of Massive Open Online Courses (MOOCs) in Bridging Digital Literacy Gaps in Higher Education and Workforce Readiness in India
Swapna Rose, B. Nakhatra
IGI Global eBooks (2025), pp. 247-274
Closed Access
Leveraging ChatGPT to Support Self-Regulated Learning in Online Courses
Meina Zhu
TechTrends (2025)
Closed Access
Direct and indirect effects of self-directed learning on creativity in healthcare undergraduates: a chain mediation model of openness to challenge and diversity and creative self-efficacy
Jiazhen Qian, Xiang Li, Ting Liu, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 7
Performance Monitoring and the Incentives for Exertion of Effort
Yevgeny Mugerman, Eyal Winter, Tomer Yafeh
Quarterly Journal of Finance (2024) Vol. 14, Iss. 02
Closed Access | Times Cited: 2
Impact of AI Affordance on AI Adoption: The Mediating Role of Self-Monitoring and Uniqueness
Shi-Zhu Liang, Chun‐Ming Chang, Chiung-Hui Huang
International Journal of Human-Computer Interaction (2023) Vol. 40, Iss. 20, pp. 6389-6400
Closed Access | Times Cited: 6
Sudden e‐learning: Exploring the role of user intention, enjoyment, and habit on university students' well‐being
Pilar Ficapal‐Cusí, Joan Torrent‐Sellens, José Antonio Folgado-Fernández, et al.
Higher Education Quarterly (2024) Vol. 78, Iss. 3, pp. 1138-1161
Open Access | Times Cited: 2
Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning
Joko Slamet, Yazid Basthomi, Francisca Maria Ivone, et al.
Journal of Information Technology Education Research (2024) Vol. 23, pp. 010-010
Open Access | Times Cited: 2
Effects of personal and instructor goals on MOOC continuance intention
Moon‐Heum Cho, Eunjung Oh, Yunjeong Chang, et al.
Distance Education (2024), pp. 1-14
Closed Access | Times Cited: 2
An investigation of self-regulated learning in a novel MOOC platform
Daniel F. O. Onah, Elaine L. L. Pang, Jane Sinclair
Journal of Computing in Higher Education (2022) Vol. 36, Iss. 1, pp. 57-90
Open Access | Times Cited: 9
Self-Directed Learning and Intrinsic Motivation Levels in MOOCs
Hakan Altınpulluk, Hakan Kılınç, Gökhan ALPTEKİN, et al.
Open Praxis (2023) Vol. 15, Iss. 2, pp. 149-161
Open Access | Times Cited: 4
Co-creating with students to promote science of learning in higher education: An international pioneer collaborative effort for asynchronous teaching
Astrid Schmied, Iro Ntonia, Man Kiu Jenny Ng, et al.
Trends in Neuroscience and Education (2024) Vol. 35, pp. 100229-100229
Open Access | Times Cited: 1
Self-explanation prompts in video learning: an optimization study
Liu Wang, Guangtao Xu
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
The mediating effect of advanced health assessment on the relationship between self-directed learning and clinical thinking among master of nursing specialist postgraduate students: A structural equation model
Lulu Wang, Yuqing Zhang, Chunjing Zhang, et al.
Nurse Education Today (2024) Vol. 144, pp. 106480-106480
Closed Access | Times Cited: 1
Understanding the success factors of MOOCs’ retention intention: A Necessary Condition Analysis
Zhang Huacui, Md. Nahin Hossain, Kong Zhen, et al.
PLoS ONE (2024) Vol. 19, Iss. 11, pp. e0310006-e0310006
Open Access | Times Cited: 1
Exploring the role of learner characteristics in learners' learning environment preferences
Lee Yen Chaw, Chun Meng Tang
International Journal of Educational Management (2022) Vol. 37, Iss. 1, pp. 37-54
Closed Access | Times Cited: 7
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