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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:

Self-regulation of learning and MOOC retention
Charo Repáraz Abaitua, Maite Aznárez‐Sanado, Guillermo Mendoza
Computers in Human Behavior (2020) Vol. 111, pp. 106423-106423
Closed Access | Times Cited: 111

Showing 1-25 of 111 citing articles:

The role of motivation in MOOCs’ retention rates: a systematic literature review
Mehdi Badali, Javad Hatami, Seyyed Kazem Banihashem, et al.
Research and Practice in Technology Enhanced Learning (2022) Vol. 17, Iss. 1
Open Access | Times Cited: 73
Understanding the impact of quality elements on MOOCs continuance intention
Shanshan Shang, Lyv Wenfei
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 10949-10976
Open Access | Times Cited: 40
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
K-12 students’ online learning motivation in China: An integrated model based on community of inquiry and technology acceptance theory
Mingzhang Zuo, Yue Hu, Heng Luo, et al.
Education and Information Technologies (2021) Vol. 27, Iss. 4, pp. 4599-4620
Open Access | Times Cited: 46
Investigating students’ emotional self-efficacy profiles and their relations to self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach
Jianhui Yu, Changqin Huang, Tao He, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 11715-11740
Closed Access | Times Cited: 29
Dissecting learning tactics in MOOC using ordered network analysis
Yizhou Fan, Yuanru Tan, Mladen Raković, et al.
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 1, pp. 154-166
Open Access | Times Cited: 29
Students’ perceptions of e-learning ESP course in virtual and blended learning modes
Zainab M. Gaffas
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 10329-10358
Closed Access | Times Cited: 17
Learning Behavior Interest Propagation Strategy of MOOCs Based on Multi Entity Knowledge Graph
Xiaona Xia, Wanxue Qi
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 13349-13377
Closed Access | Times Cited: 16
From hype to reality: the changing landscape of MOOC research
Wiwit Ratnasari, Tzu‐Chuan Chou, Chen-Hao Huang
Library Hi Tech (2024)
Closed Access | Times Cited: 6
SELF-REGULATED LEARNING AND DIGITAL LEARNING ENVIRONMENT: ITS’ EFFECT ON ACADEMIC ACHIEVEMENT DURING THE PANDEMIC
Nani Sutarni, Muhamad Arief Ramdhany, Achmad Hufad, et al.
Jurnal Cakrawala Pendidikan (2021) Vol. 40, Iss. 2, pp. 374-388
Open Access | Times Cited: 38
Barriers towards the continued usage of massive open online courses: A case study in India
Aditi Dang, Sayantan Khanra, Muneza Kagzi
The International Journal of Management Education (2021) Vol. 20, Iss. 1, pp. 100562-100562
Closed Access | Times Cited: 35
MOOC performance prediction and personal performance improvement via Bayesian network
Jia Hao, Jianhou Gan, Luyu Zhu
Education and Information Technologies (2022) Vol. 27, Iss. 5, pp. 7303-7326
Closed Access | Times Cited: 27
Unfolding the learning behaviour patterns of MOOC learners with different levels of achievement
Shuang Li, Junlei Du, Jingqi Sun
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 24
The Impact of Massive Open Online Courses (MOOCs) on Knowledge Management Using Integrated Innovation Diffusion Theory and the Technology Acceptance Model
Ibrahim Youssef Alyoussef
Education Sciences (2023) Vol. 13, Iss. 6, pp. 531-531
Open Access | Times Cited: 14
The study on the influence factors of intention to continue using MOOCs: integrating UTAUT model and social presence
Yalin Li, Min Zhao
Interactive Learning Environments (2024), pp. 1-19
Closed Access | Times Cited: 4
Learning behaviour prediction and multi-task recommendation based on a knowledge graph in MOOCs
Xiaona Xia, Wanxue Qi
Technology Pedagogy and Education (2025), pp. 1-24
Closed 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
Determinants of ThaiMOOC Engagement: A Longitudinal Perspective on Adoption to Continuance
Kanitsorn Suriyapaiboonwattana, Kate Hone
Informatics (2025) Vol. 12, Iss. 1, pp. 31-31
Open Access
A novel teaching model using a massive online open course for soft skills development in the veterinary medicine curriculum
Nélida Fernández Pato, María Auxiliadora Ruíz-Rosillo, Lilian Lacerda Bueno, et al.
Frontiers in Veterinary Science (2025) Vol. 12
Open Access
Learner and instructor-related challenges for learners’ engagement in MOOCs: a review of 2014–2020 publications in selected SSCI indexed journals
Lekissa Alemayehu, Hsiu‐Ling Chen
Interactive Learning Environments (2021) Vol. 31, Iss. 5, pp. 3172-3194
Closed Access | Times Cited: 32
Fostering Equality in Education: The Blockchain Business Model for Higher Education (BBM-HE)
Semen Son-Turan
Sustainability (2022) Vol. 14, Iss. 5, pp. 2955-2955
Open Access | Times Cited: 21
Comprehensive evaluation of the use of technology in education – validation with a cohort of global open online learners
Jennifer W. M. Lai, John De Nobile, Matt Bower, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 7, pp. 9877-9911
Open Access | Times Cited: 21
NANO-MOOCs to train university professors in digital competences
Andrea Verenice Basantes Andrade, Marcos Cabezas González, Sonia Casillas Martín, et al.
Heliyon (2022) Vol. 8, Iss. 6, pp. e09456-e09456
Open Access | Times Cited: 21
Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19
Gege Li, Heng Luo, Jing Lei, et al.
Education Sciences (2022) Vol. 12, Iss. 4, pp. 245-245
Open Access | Times Cited: 20
REFLECTIONS ON MASSIVE OPEN ONLINE COURSES (MOOCS) DURING THE COVID-19 PANDEMIC: A BIBLIOMETRIC MAPPING ANALYSIS
Ahmed Tlili, Fahriye Altınay, Zehra Altınay, et al.
Turkish Online Journal of Distance Education (2022) Vol. 23, Iss. 3, pp. 1-17
Open Access | Times Cited: 20
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