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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 the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC
Dongho Kim, Eulho Jung, Meehyun Yoon, et al.
Computers & Education (2021) Vol. 166, pp. 104171-104171
Closed Access | Times Cited: 97

Showing 1-25 of 97 citing articles:

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
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
Understanding the role of learner engagement in determining MOOCs satisfaction: a self-determination theory perspective
Yafei Liu, Mingli Zhang, Dan Qi, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 6084-6098
Closed Access | Times Cited: 36
Transactional distance theory in distance learning: Past, current, and future research trends
Krishnashree Achuthan, Vysakh Kani Kolil, Sharanya Muthupalani, et al.
Contemporary Educational Technology (2024) Vol. 16, Iss. 1, pp. ep493-ep493
Open Access | Times Cited: 6
A meta-analysis and bibliographic review of the effect of nine factors on online learning outcomes across the world
Zhonggen Yu
Education and Information Technologies (2021) Vol. 27, Iss. 2, pp. 2457-2482
Open Access | Times Cited: 38
Students’ Preference Analysis on Online Learning Attributes in Industrial Engineering Education during the COVID-19 Pandemic: A Conjoint Analysis Approach for Sustainable Industrial Engineers
Ardvin Kester S. Ong, Yogi Tri Prasetyo, Michael Nayat Young, et al.
Sustainability (2021) Vol. 13, Iss. 15, pp. 8339-8339
Open Access | Times Cited: 37
A meta-analysis of eight factors influencing MOOC-based learning outcomes across the world
Zhonggen Yu, Wei Xu, Paisan Sukjairungwattana
Interactive Learning Environments (2022), pp. 1-20
Closed Access | Times Cited: 24
Predicting the Learning Avoidance Motivation, Learning Commitment, and Silent Classroom Behavior of Chinese Vocational College Students Caused by Short Video Addiction
Jian‐Hong Ye, Zhen He, Xiantong Yang, et al.
Healthcare (2023) Vol. 11, Iss. 7, pp. 985-985
Open Access | Times Cited: 14
Why people do not use MOOCs: an innovation resistance perspective
Gábor Pörzse, Zsófia Kenesei
Information and Learning Sciences (2025)
Closed Access
RATIONAL AND NORMATIVE DETERMINANTS IN ELECTRIC VEHICLE ADOPTION: WILLINGNESS TO PAY AND MODERATING VARIABLES
L. Javier Cabeza‐Ramírez, Abel Rosales‐Tristancho, Sandra María Sánchez Cañizares, et al.
Technology in Society (2025) Vol. 81, pp. 102842-102842
Closed Access
Adolescent–Parent Career Congruence and Career Adaptability in High School Students: Learning Factors’ Mediation
Wanyu Chen, Lejin Yang, Longji Li, et al.
Journal of Career Development (2025)
Closed Access
A study of the effect of question feedback types on learning engagement in panoramic videos
Guan Huang, Haohua Zhang, J. G. Zeng, et al.
Frontiers in Psychology (2025) Vol. 16
Open Access
Beyond Motivation: The Critical Role of Learner Interaction in MOOCs
Eulho Jung, Anita Samuel, Ting‐Lan Ma
American Journal of Distance Education (2025), pp. 1-22
Closed Access
Investigating Items as Predictors for Application of Personalized Mathematics Learning Instrument among Pre-University Students in the Maldives: An Exploratory Factor Analysis
Mady Mohamed, Ahmad Fauzi Mohd Ayub, Maizura Yasin, et al.
Malaysian Journal of Mathematical Sciences (2025) Vol. 19, Iss. 1, pp. 53-78
Closed Access
A Predictive Model for Self-Directed Learning Ability that is Based on Learning Behaviors
Huining Wang, Zhengzhou Zhu, Jian Chen
Communications in computer and information science (2025), pp. 271-285
Closed Access
Research on predicting learning achievement in a flipped classroom based on MOOCs by big data analysis
Qian Yan, Cheng‐Xin Li, Xiuguo Zou, et al.
Computer Applications in Engineering Education (2021)
Closed Access | Times Cited: 30
Digitization bolstering self-directed learning for information literate adults–A systematic review
Thomas Howard Morris, Matthias Rohs
Computers and Education Open (2021) Vol. 2, pp. 100048-100048
Open Access | Times Cited: 30
Self-Regulated Learning Strategies in Continuing Education: A Systematic Review and Meta-Analysis
Yvonne M. Hemmler, Dirk Ifenthaler
Educational Research Review (2024) Vol. 45, pp. 100629-100629
Open Access | Times Cited: 4
Impact of the self-directed learning approach and attitude on online learning ineffectiveness: The mediating roles of internet cognitive fatigue and flow state
Mingming Shao, Jon‐Chao Hong, Li Zhao
Frontiers in Public Health (2022) Vol. 10
Open Access | Times Cited: 17
Unifying EFL learners’ online self-regulation and online motivational self-system in MOOCs: A structural equation modeling approach
Amir Reza Rahimi, Zahra Cheraghi
Journal of Computers in Education (2022) Vol. 11, Iss. 1, pp. 1-27
Closed Access | Times Cited: 16
Investigating behavior patterns of students during online self-directed learning through process mining
Qi Li, Qiang Jiang, Weiyan Xiong, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 12, pp. 15765-15787
Closed Access | Times Cited: 9
Modeling undergraduate students’ learning dynamics between self-regulated learning patterns and community of inquiry
Chungsoo Na, Daeyeoul Lee, Jewoong Moon, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 3
A study on the influence of academic passion on PhD students’ research engagement—The role of ambidextrous learning and academic climate
Joyce I-Hui Chen, Zhixing Zhao
PLoS ONE (2024) Vol. 19, Iss. 6, pp. e0303275-e0303275
Open Access | Times Cited: 3
Formation mechanism of popular courses on MOOC platforms: A configurational approach
Bing Wu, Yufang Wang
Computers & Education (2022) Vol. 191, pp. 104629-104629
Closed Access | Times Cited: 13
Understanding College Students’ Behavioral Patterns in a Blended Learning Class
Hengtao Tang, Yeye Tang, Miao Dai, et al.
TechTrends (2024) Vol. 68, Iss. 2, pp. 317-324
Closed Access | Times Cited: 2
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