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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:

Student engagement and teaching presence in blended learning and emergency remote teaching
Fan Su, Di Zou, Lixun Wang, et al.
Journal of Computers in Education (2023) Vol. 11, Iss. 2, pp. 445-470
Closed Access | Times Cited: 23

Showing 23 citing articles:

Investigating AI-based academic support acceptance and its impact on students’ performance in Malaysian and Pakistani higher education institutions
Nisar Ahmed Dahri, Noraffandy Yahaya, Waleed Mugahed Al-Rahmi, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 18695-18744
Closed Access | Times Cited: 29
Re-discover student engagement from the perspective of definition and influencing factors
Qian Wang
Frontiers in Psychology (2025) Vol. 15
Open Access
AI Affordances and EFL Learners' Speaking Engagement: The Moderating Roles of Gender and Learner Type
Fang Huang, Danling Peng, Timothy Teo
European Journal of Education (2025) Vol. 60, Iss. 1
Open Access
Investigating the motivating factors that influence the adoption of blended learning for teachers’ professional development
Nisar Ahmed Dahri, Noraffandy Yahaya, Waleed Mugahed Al-Rahmi, et al.
Heliyon (2024) Vol. 10, Iss. 15, pp. e34900-e34900
Open Access | Times Cited: 4
Enhanced learning engagement through teaching presence in online distance education
Daniel Kangwa, Xiulan Wan, Msafiri Mgambi Msambwa, et al.
Distance Education (2024) Vol. 45, Iss. 4, pp. 497-514
Closed Access | Times Cited: 4
A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching
Anupma Sangwan, Anurag Sangwan, Anju Sangwan, et al.
Educational Technology Research and Development (2024) Vol. 72, Iss. 2, pp. 1249-1286
Closed Access | Times Cited: 3
Assessing Teacher Competencies in Higher Education: A Sentiment Analysis of Student Feedback
Charalampos Dervenis
International Journal of Information and Education Technology (2024) Vol. 14, Iss. 4, pp. 533-541
Open Access | Times Cited: 2
Blended learning: Assessing nursing students’ perspectives
Ilze Steenkamp, Jennifer Chipps
Curationis (2024) Vol. 47, Iss. 1
Open Access | Times Cited: 1
Digital Learning Orientation and Entrepreneurial Competencies in Graduates: Is Blended Learning Sustainable?
Mir Shahid Satar, Sager Alharthi, Fandi Omeish, et al.
Sustainability (2024) Vol. 16, Iss. 17, pp. 7794-7794
Open Access | Times Cited: 1
The role of blended learning in improving medical students’ academic performance: evidence from Pakistan
Muhammad Azeem Ashraf, Samson Maekele Tsegay, Nida Gull, et al.
Frontiers in Medicine (2024) Vol. 11
Open Access | Times Cited: 1
Adoption of Blended Learning in Indonesian Science Classrooms
Herliani, Lambang Subagiyo, Sukemi Sukemi
Jurnal Penelitian Pendidikan IPA (2023) Vol. 9, Iss. 8, pp. 6084-6092
Open Access | Times Cited: 3
Learning-by-doing in a professional learning community: technological pedagogical and content knowledge development of Hong Kong university teaching staff
Fan Su, Di Zou, Lixun Wang
Asia Pacific Education Review (2023)
Closed Access | Times Cited: 2
Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education
Wuxue Jiang, Ying Zhan, Daner Sun, et al.
Interactive Learning Environments (2023), pp. 1-18
Closed Access | Times Cited: 2
An fsQCA approach to identifying pathways to K-9 students’ online learning engagement
Yunpeng Ma, Mingzhang Zuo, Yujie Yan, et al.
Distance Education (2024), pp. 1-25
Closed Access
COVID-19 Educational Side Effects: Pre-service EFL Teachers' Use of Digital Education Tools
J. Cerdá, Óscar Manuel Narváez Trejo, Patricia Núñez Mercado
Revista Educación (2024)
Open Access
Teacher practices regarding teaching presence in Vietnamese tertiary online distance education programmes
Phong Thanh Nguyen, Luan Thanh Nguyen, Vu Mau Nguyen
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access
University Students Speak Out: Suggestions to Improve the Move to Emergency Remote Education
Pauline A. Howes, Justin E. Pettigrew
SAGE Open (2024) Vol. 14, Iss. 4
Open Access
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments
Jing Ma, M.-H Zheng, Xiaoxiao Feng
The Internet and Higher Education (2024), pp. 100974-100974
Closed Access
Exploring the Impact of Problem-Based Learning on the Emotions of Business Administration and Management Students
Victoria Muerza, Pilar Gargallo, Manuel Salvador
(2024), pp. 385-408
Closed Access
Promoting Shared Metacognition in Online Learning: The Practices of Distributed Teaching Presence and the Relationships to Cognitive Presence
Ye Chen, Chen Li-xuan
Education Sciences (2024) Vol. 15, Iss. 1, pp. 4-4
Open Access
The Influence of Blended Learning on English Language Learners’ Motivation in Higher Education in China
Airong Li
Journal of Education Humanities and Social Sciences (2023) Vol. 22, pp. 363-369
Closed Access | Times Cited: 1
Deep Learning Model to Improve Teaching-Learning Process using Sentiment Analysis
Ganpat Singh Chauhan, Neeraj Garg, Ravi Nahta, et al.
2022 13th International Conference on Computing Communication and Networking Technologies (ICCCNT) (2023)
Closed Access
Optimal Video Length Effect on Flow Experience and Perceived Learning: A Repeated Measure Experimental Design with Randomization
Ömer Demir, Bengi Birgili
Participatory Educational Research (2023) Vol. 11, Iss. 1, pp. 142-157
Open Access
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