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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:

Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course
Jacqueline Wong, Mohammad Khalil, Martine Baars, et al.
Computers & Education (2019) Vol. 140, pp. 103595-103595
Open Access | Times Cited: 113

Showing 1-25 of 113 citing articles:

Human-centered artificial intelligence in education: Seeing the invisible through the visible
Stephen J.H. Yang, Hiroaki Ogata, Tatsunori Matsui, et al.
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100008-100008
Open Access | Times Cited: 250
Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown
Jon‐Chao Hong, Yi‐Fang Lee, Jian‐Hong Ye
Personality and Individual Differences (2021) Vol. 174, pp. 110673-110673
Open Access | Times Cited: 248
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review
Xiaomei Wei, Nadira Saab, Wilfried Admiraal
Computers & Education (2020) Vol. 163, pp. 104097-104097
Open Access | Times Cited: 173
Self-regulated learning and learning analytics in online learning environments
Olga Viberg, Mohammad Khalil, Martine Baars
(2020), pp. 524-533
Closed Access | Times Cited: 141
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness
Tonny Menglun Kuo, Chin‐Chung Tsai, Jyun‐Cheng Wang
The Internet and Higher Education (2021) Vol. 51, pp. 100819-100819
Closed Access | Times Cited: 126
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107547-107547
Open Access | Times Cited: 88
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
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda
Sofia Schöbel, Mohammed Saqr, Andreas Janson
Computers & Education (2021) Vol. 173, pp. 104296-104296
Open Access | Times Cited: 92
Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform
Dongho Kim, Yongseok Lee, Walter L. Leite, et al.
Computers & Education (2020) Vol. 156, pp. 103961-103961
Closed Access | Times Cited: 72
Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown
Xiaohong Liu, Wei He, Li Zhao, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 67
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
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics
Andy Nguyen, Sanna Järvelä, Carolyn Penstein Rosé, et al.
British Journal of Educational Technology (2022) Vol. 54, Iss. 1, pp. 293-312
Open Access | Times Cited: 40
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
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
Jacqueline Wong, Martine Baars, Björn B. de Koning, et al.
Computers in Human Behavior (2020) Vol. 115, pp. 106596-106596
Open Access | Times Cited: 65
Exploring English Learners’ Engagement and Their Roles in the Online Language Course
Fatimah Sari
Journal of English Language Teaching and Linguistics (2020) Vol. 5, Iss. 3, pp. 349-349
Open Access | Times Cited: 64
Longitudinal clustering of students’ self-regulated learning behaviors in engineering design
Shan Li, Guanhua Chen, Wanli Xing, et al.
Computers & Education (2020) Vol. 153, pp. 103899-103899
Closed Access | Times Cited: 60
Capturing regulatory patterns in online collaborative learning: A network analytic approach
Si Zhang, Juan Chen, Yun Wen, et al.
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 1, pp. 37-66
Closed Access | Times Cited: 44
Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework
Olga Viberg, Barbara Wasson, Agnes Kukulska‐Hulme
Australasian Journal of Educational Technology (2020) Vol. 36, Iss. 6, pp. 34-52
Open Access | Times Cited: 43
Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks
Chiu‐Lin Lai
British Journal of Educational Technology (2021) Vol. 52, Iss. 6, pp. 2278-2298
Closed Access | Times Cited: 37
Using Educational Data Mining Techniques to Identify Profiles in Self-Regulated Learning: An Empirical Evaluation
Eric Araka, Robert Oboko, Elizaphan Maina, et al.
The International Review of Research in Open and Distributed Learning (2022) Vol. 23, Iss. 1, pp. 131-162
Open Access | Times Cited: 25
Adaptive support for self‐regulated learning in digital learning environments
Mohammad Khalil, Jacqueline Wong, Barbara Wasson, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1281-1289
Closed Access | Times Cited: 5
Investigating Self-Regulated Learning Measurement Based on Trace Data: A Systematic Literature Review
Amine Boulahmel, Fahima Djelil, Grégory Smits
Technology Knowledge and Learning (2025)
Closed Access
"Can A Language Model Represent Math Strategies?": Learning Math Strategies from Big Data using BERT
Abisha Thapa Magar, Anup Shakya, Stephen Fancsali, et al.
(2025), pp. 655-666
Closed Access
Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries
Jalal Nouri, Martin Ebner, Dirk Ifenthaler, et al.
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI) (2019) Vol. 1, Iss. 1, pp. 8-8
Open Access | Times Cited: 40
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
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