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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:

Successful design and delivery of online professional development for teachers: A systematic review of the literature
Leicha A. Bragg, Christopher S. Walsh, Marion Heyeres
Computers & Education (2021) Vol. 166, pp. 104158-104158
Closed Access | Times Cited: 202

Showing 1-25 of 202 citing articles:

The educational integration of digital technologies preCovid-19: Lessons for teacher education
Jesús Valverde Berrocoso, María Rosa Fernández Sánchez, Francisco Ignacio Revuelta Domínguez, et al.
PLoS ONE (2021) Vol. 16, Iss. 8, pp. e0256283-e0256283
Open Access | Times Cited: 133
GPTeach: Interactive TA Training with GPT-based Students
Julia M. Markel, Steven G. Opferman, James A. Landay, et al.
(2023), pp. 226-236
Open Access | Times Cited: 48
CYBERSECURITY AWARENESS AND EDUCATION PROGRAMS: A REVIEW OF EMPLOYEE ENGAGEMENT AND ACCOUNTABILITY
Temitayo Oluwaseun Abrahams, Oluwatoyin Ajoke Farayola, Simon Kaggwa, et al.
Computer Science & IT Research Journal (2024) Vol. 5, Iss. 1, pp. 100-119
Open Access | Times Cited: 34
Educational Management and Leadership: Communication strategies for academic performance based on a gender approach and in Ecuador
Víctor Julio Gutiérrez Caiza, Mariuxi Carolina Granda Vidal
Región Científica (2025)
Open Access | Times Cited: 1
Effects of Online Teacher Professional Development on Teacher, Classroom, and Student Level Outcomes: A Meta-Analysis
Fitore Morina, Tim Fütterer, Nicolas Hübner, et al.
Computers & Education (2025), pp. 105247-105247
Closed Access | Times Cited: 1
Developing AI Literacy for Primary and Middle School Teachers in China: Based on a Structural Equation Modeling Analysis
Leilei Zhao, Xiaofan Wu, Heng Luo
Sustainability (2022) Vol. 14, Iss. 21, pp. 14549-14549
Open Access | Times Cited: 62
Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19
Joseph Meng-Chun Chin, Gregory Ching, Fides del Castillo, et al.
Sustainability (2022) Vol. 14, Iss. 1, pp. 470-470
Open Access | Times Cited: 59
Deep Meaningful Learning
Stylianos Mystakidis
Encyclopedia (2021) Vol. 1, Iss. 3, pp. 988-997
Open Access | Times Cited: 55
Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy
Nihal Şen, Hatice Yıldız Durak
Education and Information Technologies (2022) Vol. 27, Iss. 5, pp. 5953-5988
Open Access | Times Cited: 42
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices
André Meyer, Marc Kleinknecht, Dirk Richter
Computers & Education (2023) Vol. 200, pp. 104805-104805
Open Access | Times Cited: 37
Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program
Henry C. Y. Ho, Kai‐Tak Poon, Kevin Ka Shing Chan, et al.
Computers & Education (2023) Vol. 195, pp. 104725-104725
Open Access | Times Cited: 31
Adoption, use and enhancement of virtual learning during COVID-19
Munyaradzi Zhou, Canicio Dzingirai, Kudakwashe Hove, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 7, pp. 8939-8959
Open Access | Times Cited: 34
A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions
Joseph T. Wong, Nu N. Bui, Damani T. Fields, et al.
Journal of Science Teacher Education (2022) Vol. 34, Iss. 6, pp. 593-623
Closed Access | Times Cited: 34
Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study
İ̇brahim Yaşar Kazu, Cemre KURTOĞLU YALÇIN
International Journal of Progressive Education (2022) Vol. 18, Iss. 1, pp. 249-265
Open Access | Times Cited: 34
GPTeach: Interactive TA Training with GPT-based Students
Julia Mae Markel, Steven G. Opferman, James A. Landay, et al.
(2023)
Open Access | Times Cited: 19
Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation
Tim Fütterer, Eric Richter, Dirk Richter
Zeitschrift für Erziehungswissenschaft (2024) Vol. 27, Iss. 3, pp. 739-768
Open Access | Times Cited: 7
Improving Teaching at Scale: Can AI Be Incorporated Into Professional Development to Create Interactive, Personalized Learning for Teachers?
Yasemin Copur‐Gencturk, Jingxian Li, Şebnem Atabaş
American Educational Research Journal (2024) Vol. 61, Iss. 4, pp. 767-802
Closed Access | Times Cited: 7
Comparing quality and engagement in face‐to‐face and online teacher professional development
Nina Mulaimović, Eric Richter, Rebecca Lazarides, et al.
British Journal of Educational Technology (2024) Vol. 56, Iss. 1, pp. 61-79
Open Access | Times Cited: 5
The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial
Yasemin Copur‐Gencturk, Jingxian Li, Allan S. Cohen, et al.
Computers & Education (2023) Vol. 210, pp. 104963-104963
Open Access | Times Cited: 14
A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood
Kelsey A. Clayback, Jennifer LoCasale‐Crouch, Pilar Álamos
Early Childhood Research Quarterly (2024) Vol. 67, pp. 182-190
Closed Access | Times Cited: 4
A Systematic Review of Technology-Enabled Teacher Professional Development During COVID -19 Pandemic
Lingyun Huang, Min Liang, Yuhan Xiong, et al.
Computers & Education (2024), pp. 105168-105168
Open Access | Times Cited: 4
Evaluation of an Online Teaching Model for Academic English Writing: Insights from Chinese EFL College Teachers
Marco Gui, Saedah Binti Siraj, Rafiza Abdul Razak
Journal of Ecohumanism (2025) Vol. 3, Iss. 8
Closed Access
Exploring micro-credential affordances in Bangladeshi higher education
Md Taimur Ahad, Faruk Ahmed, Auvick Chandra Bhowmik, et al.
Education and Information Technologies (2025)
Open Access
Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning
Selçuk Doğan, Ümran Yazıcılar Nalbantoğlu, İsmail Çelik, et al.
Professional Development in Education (2025), pp. 1-28
Closed Access
The Relationship Between Teachers' Planning and Content Delivery Using the Five‐Stage Lesson Plan Structure: An Analysis of Age, Gender, Experience and Academic Qualifications in Kenya
Victor Okoth Saoke, Zachary N. Ndwiga, Pauline W. Githaiga, et al.
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access
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