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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:

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

Showing 1-25 of 173 citing articles:

Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement
Sannyuya Liu, Shiqi Liu, Zhi Liu, et al.
Computers & Education (2022) Vol. 181, pp. 104461-104461
Closed Access | Times Cited: 156
A systematic review of research on cheating in online exams from 2010 to 2021
Fakhroddin Noorbehbahani, Azadeh Mohammadi, Mohammad Aminazadeh
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8413-8460
Open Access | Times Cited: 147
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
Xiaomei Wei, Nadira Saab, Wilfried Admiraal
The Internet and Higher Education (2022) Vol. 56, pp. 100880-100880
Open Access | Times Cited: 95
Examining the relationship between peer feedback classified by deep learning and online learning burnout
Changqin Huang, Yaxin Tu, Zhongmei Han, et al.
Computers & Education (2023) Vol. 207, pp. 104910-104910
Closed Access | Times Cited: 49
Online Assessment in Higher Education: A Systematic Review
Joana Heil, Dirk Ifenthaler
Online Learning (2023) Vol. 27, Iss. 1
Open Access | Times Cited: 44
MOOCs 2012-2022: An overview
Stamatios Papadakis
Advances in Mobile Learning Educational Research (2023) Vol. 3, Iss. 1, pp. 682-693
Open Access | Times Cited: 43
Effect of chatbot-assisted language learning: A meta-analysis
Shunan Zhang, Cheng Shan, John Sie Yuen Lee, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 15223-15243
Closed Access | Times Cited: 40
Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach
Zhi Liu, Qianhui Tang, Fan Ouyang, et al.
Computers & Education (2024) Vol. 219, pp. 105109-105109
Closed Access | Times Cited: 27
Approaches and game elements used to tailor digital gamification for learning: A systematic literature review
Yujia Hong, Nadira Saab, Wilfried Admiraal
Computers & Education (2024) Vol. 212, pp. 105000-105000
Open Access | Times Cited: 25
Determinants of the digital outcome divide in E-learning between rural and urban students: Empirical evidence from the COVID-19 pandemic based on capital theory
Ling Zhao, Cuicui Cao, Yuni Li, et al.
Computers in Human Behavior (2021) Vol. 130, pp. 107177-107177
Open Access | Times Cited: 75
A systematic literature review on online assessment security: Current challenges and integrity strategies
Manika Garg, Anita Goel
Computers & Security (2021) Vol. 113, pp. 102544-102544
Closed Access | Times Cited: 66
Academic dishonesty and trustworthy assessment in online learning: A systematic literature review
Ence Surahman, Tzu‐Hua Wang
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 6, pp. 1535-1553
Closed Access | Times Cited: 65
Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach
Davy Tsz Kit Ng, Wenjie Wu, Jac Ka Lok Leung, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 3, pp. 1082-1104
Open Access | Times Cited: 36
A review of the literature on the metaverse: definition, technologies, and user behaviors
Zhongyun Zhou, Z. Chen, Xiaoling Jin
Internet Research (2023) Vol. 34, Iss. 1, pp. 129-148
Closed Access | Times Cited: 32
Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis
Min Young Doo, Meina Zhu, Curtis J. Bonk
Distance Education (2023) Vol. 44, Iss. 1, pp. 86-105
Closed Access | Times Cited: 26
Understanding the evolution of cognitive engagement with interaction levels in online learning environments: Insights from learning analytics and epistemic network analysis
Liming Guo, Junlei Du, Qinhua Zheng
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 3, pp. 984-1001
Closed Access | Times Cited: 24
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs
Xiaomei Wei, Nadira Saab, Wilfried Admiraal
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
Trends and Issues in MOOC Learning Analytics Empirical Research: A Systematic Literature Review (2011–2021)
Meina Zhu, Annisa Ratna Sari, Mimi Miyoung Lee
Education and Information Technologies (2022) Vol. 27, Iss. 7, pp. 10135-10160
Open Access | Times Cited: 32
E-Learning during COVID-19: perspectives and experiences of the faculty and students
Sisi Li, Chunhui Zhang, Qijun Liu, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 30
A systematic review of research on emotional artificial intelligence in English language education
Yuhan Liu, Heng Zhang, Meilin Jiang, et al.
System (2024) Vol. 126, pp. 103478-103478
Closed Access | Times Cited: 6
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
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 effect of learning computational thinking skills through educational board games on students’ cognitive styles, cognitive behaviors, and learning effectiveness
Sheng-Yi Wu, Yu-Sheng Su
Asia Pacific Education Review (2025)
Closed Access
Assessing the factors affecting users’ behavioural intention to use MOOCs: an integration of self-determination theory and the technology acceptance model
Musab Alsubaie, Mohammad Y. Sarhan, Mohammed Khojah
Interactive Learning Environments (2025), pp. 1-18
Closed Access
Gamification in collaborative learning: synthesizing evidence through meta-analysis
Taufik Ikhsan Slamet, Chen Meng
Journal of Computers in Education (2025)
Closed Access
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