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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:

Effects of self-regulated learning prompts in a flipped history classroom
David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al.
Computers in Human Behavior (2020) Vol. 108, pp. 106318-106318
Open Access | Times Cited: 74

Showing 1-25 of 74 citing articles:

Self-regulated learning support in flipped learning videos enhances learning outcomes
David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al.
Computers & Education (2020) Vol. 158, pp. 104000-104000
Open Access | Times Cited: 179
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Zhihong Xu, Yingying Zhao, Jeffrey Liew, et al.
Educational Research Review (2023) Vol. 39, pp. 100510-100510
Open Access | Times Cited: 84
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments
Lin Guo
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 3, pp. 811-832
Closed Access | Times Cited: 57
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 3059-3088
Open Access | Times Cited: 55
A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education
Zhihong Xu, Yingying Zhao, Bingsheng Zhang, et al.
Behaviour and Information Technology (2022) Vol. 42, Iss. 16, pp. 2911-2931
Open Access | Times Cited: 41
What can online traces tell us about students’ self-regulated learning? A systematic review of online trace data analysis
Jiahui Du, Khe Foon Hew, Lejia Liu
Computers & Education (2023) Vol. 201, pp. 104828-104828
Closed Access | Times Cited: 29
Design principles for supporting self-regulated learning in flipped classrooms: A systematic review
Lejia LIU, Khe Foon Hew, Jiahui Du
International Journal of Educational Research (2024) Vol. 124, pp. 102319-102319
Closed Access | Times Cited: 9
Flipped Learning, Self-Regulated Learning and Learning Retention of Students with Internal/External Locus of Control
Ensaf Nasser Al Mulhim
International Journal of Instruction (2020) Vol. 14, Iss. 1, pp. 827-846
Open Access | Times Cited: 42
Toward a 5E-Based Flipped Classroom Model for Teaching Computational Thinking in Elementary School: Effects on Student Computational Thinking and Problem-Solving Performance
Xuemin Gao, Khe Foon Hew
Journal of Educational Computing Research (2021) Vol. 60, Iss. 2, pp. 512-543
Closed Access | Times Cited: 37
Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course
Nam Hui Kim, Hyo‐Jeong So, Young Ju Joo
Australasian Journal of Educational Technology (2021), pp. 1-19
Open Access | Times Cited: 34
A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions
V. S. Giita Silverajah, Su Luan Wong, Anandraj Govindaraj, et al.
IEEE Access (2022) Vol. 10, pp. 20270-20294
Open Access | Times Cited: 24
Impact of an adaptive environment based on learning analytics on pre-service science teacher behavior and self-regulation
Yousri Attia Mohamed Abouelenein, Shaimaa Abdul Salam Selim, Tahani Aldosemani
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
Mobile-based artificial intelligence chatbot for self-regulated learning in a hybrid flipped classroom
Insook Han, Hyangeun Ji, Seo-Yeon Jin, et al.
Journal of Computing in Higher Education (2025)
Closed Access
A Ten-Year Perspective of Bibliometric Analysis of Flipped Classroom in English as a Foreign Language (EFL) Context
Zhong Linling
International Journal of Education and Information Technologies (2025) Vol. 19, pp. 10-20
Open Access
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?
Katharina Engelmann, Maria Bannert, Nadine Melzner
Research and Practice in Technology Enhanced Learning (2021) Vol. 16, Iss. 1
Open Access | Times Cited: 27
Comparison of In-Person and Virtual Labs/Tutorials for Engineering Students Using Blended Learning Principles
Maren Schnieder, S.R. Williams, Sourav Ghosh
Education Sciences (2022) Vol. 12, Iss. 3, pp. 153-153
Open Access | Times Cited: 20
Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022
Huie Chen, Daner Sun, Yuqin Yang, et al.
Eurasia Journal of Mathematics Science and Technology Education (2023) Vol. 19, Iss. 10, pp. em2336-em2336
Open Access | Times Cited: 10
Mapping cognitive processes in video-based learning by combining trace and think-aloud data
Marijn Gijsen, Leen Catrysse, Sven De Mæyer, et al.
Learning and Instruction (2023) Vol. 90, pp. 101851-101851
Closed Access | Times Cited: 10
Effectiveness of Flipped Classroom Pedagogy in Programming Education: A Meta-Analysis
Mirvat AH Almassri, Rozniza Zaharudin
International Journal of Instruction (2023) Vol. 16, Iss. 2, pp. 267-290
Open Access | Times Cited: 9
Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self-efficacy
Rahele Khosravi, Adel Dastgoshadeh, Kaveh Jalilzadeh
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 9
From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning
Eduard Pogorskiy, Jens F. Beckmann
Computers and Education Artificial Intelligence (2022) Vol. 4, pp. 100111-100111
Open Access | Times Cited: 14
Do Direct and Indirect Recommendations Facilitate Students’ Self-Regulated Learning in Flipped Classroom Online Activities? Findings from Two Studies
Jiahui Du, Khe Foon Hew, Liuyufeng Li
Education Sciences (2023) Vol. 13, Iss. 4, pp. 400-400
Open Access | Times Cited: 7
Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research
Khe Foon Hew, Weijiao Huang
Future in Educational Research (2023) Vol. 1, Iss. 1, pp. 27-49
Open Access | Times Cited: 7
Improving the effectiveness of video-based flipped classrooms with question-embedding
Ruiqi Deng, Siqi Feng, Suqin Shen
Education and Information Technologies (2023) Vol. 29, Iss. 10, pp. 12677-12702
Open Access | Times Cited: 7
How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning
Jing Wang, Huixuan Zhou, Shuyu Chen, et al.
System (2024) Vol. 123, pp. 103313-103313
Closed Access | Times Cited: 2
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