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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:

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
Lisa Bardach, Robert M. Klassen, Tracy L. Durksen, et al.
Computers & Education (2021) Vol. 169, pp. 104194-104194
Open Access | Times Cited: 58

Showing 1-25 of 58 citing articles:

“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 11
Write-Curate-Verify: A Case Study of Leveraging Generative AI for Scenario Writing in Scenario-Based Learning
Shurui Bai, Donn Emmanuel Gonda, Khe Foon Hew
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1301-1312
Closed Access | Times Cited: 9
Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program
Ana Raquel Carvalho, Carlos Santos
Computers and Education Open (2021) Vol. 3, pp. 100070-100070
Open Access | Times Cited: 53
A step toward effective language learning: an insight into the impacts of feedback-supported tasks and peer-work activities on learners’ engagement, self-esteem, and language growth
Ali Ramadan Elbaioumi Shaddad, Biruk Jember
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 6
When the Tutor Becomes the Student: Design and Evaluation of Efficient Scenario-based Lessons for Tutors
Danielle R. Thomas, Xinyu Yang, Shivang Gupta, et al.
(2023), pp. 250-261
Open Access | Times Cited: 13
Do Tutors Learn from Equity Training and Can Generative AI Assess It?
Danielle R. Thomas, Conrad Borchers, Sanjit Kakarla, et al.
(2025), pp. 505-515
Open Access
Family strains, work passion drains: The impact of daily family demands on daily work passion
Yongyi Liang, Eric Adom Asante, Lihua Shi, et al.
Journal of Business Research (2025) Vol. 189, pp. 115186-115186
Closed Access
Scenario-based assessment design: an implementation and analysis of Iranian EFL learners’ writing performance
Masumeh Rahimivand, Saeideh Ahangari, Nasrin Hadidi Tamjid
Language Testing in Asia (2025) Vol. 15, Iss. 1
Open Access
Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach
Yen-Fen Lee, Gwo‐Jen Hwang, Pei‐Ying Chen
Educational Technology Research and Development (2025)
Open Access
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective
Hui Wang, Sophie Thompson‐Lee, Robert M. Klassen
British Journal of Educational Psychology (2025)
Open Access
Learning Organic Chemistry on the Go: Chemical Engineering Students’ Perceptions of Chirality 2 App as a Learning Support
Tisetso Mosala, Kgadi Mathabathe, Rethabile Tekane
Journal of Chemical Education (2025)
Open Access
Understanding student teachers’ reflective thinking using epistemic network analysis and fine-grained trace data
Tang Yan-ling, Si Zhang, Mengyu Sun, et al.
Thinking Skills and Creativity (2023) Vol. 48, pp. 101301-101301
Closed Access | Times Cited: 10
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
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
Robert M. Klassen, Jade V. Rushby, Liz Maxwell, et al.
Teaching and Teacher Education (2021) Vol. 104, pp. 103385-103385
Open Access | Times Cited: 22
Feedforward‐ or feedback‐based group regulation guidance in collaborative groups
Hatice Yıldız Durak
Journal of Computer Assisted Learning (2023) Vol. 40, Iss. 2, pp. 410-436
Open Access | Times Cited: 8
An exploration of instructional behaviors of a teacher in a mobile learning context
Ching-Leng Liu, Chiu‐Lin Lai
Teaching and Teacher Education (2022) Vol. 121, pp. 103954-103954
Closed Access | Times Cited: 13
The Impact of a Scenario-Based Learning Model in Mathematics Achievement and Mental Motivation for High School Students
Areej Khuder Hassan, Sabah Saeed Hammadi, Ban Hassan Majeed
International Journal of Emerging Technologies in Learning (iJET) (2023) Vol. 18, Iss. 07, pp. 103-115
Open Access | Times Cited: 7
Optimizing inquiry-based science education: verifying the learning effectiveness of augmented reality and concept mapping in elementary school
Hsiu‐Mei Huang, Wei-Shen Tai, Tien‐Chi Huang, et al.
Universal Access in the Information Society (2024)
Closed Access | Times Cited: 2
Important non-academic attributes in Australian initial teacher education
Lynn Sheridan, Bianca Coleman, Tracy L. Durksen
The Australian Educational Researcher (2021) Vol. 49, Iss. 2, pp. 387-406
Closed Access | Times Cited: 13
Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession?
Robert M. Klassen, Hui Wang, Jade V. Rushby
Computers & Education (2023) Vol. 207, pp. 104935-104935
Open Access | Times Cited: 5
Teaching computational thinking using scenario-based learning tools
Athanasios Zitouniatis, Fotis Lazarinis, Dimitris Kanellopoulos
Education and Information Technologies (2022) Vol. 28, Iss. 4, pp. 4017-4040
Open Access | Times Cited: 8
Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences
Kim-Daniel Vattøy, Siv M. Gamlem
Teacher Development (2024), pp. 1-18
Open Access | Times Cited: 1
COVID-19 online teaching intervention and learning performance of college foreign language students
Yufeng Xu, Yanfen Zou
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 4
Examining the effects of different forms of teacher feedback intervention for learners' cognitive and emotional interaction in online collaborative discussion: A visualization method for process mining based on text automatic analysis
Wei Xu, Le-Ying Yang, Liu Xiao, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 6, pp. 6525-6551
Closed Access | Times Cited: 4
Enhancement of efficiency of the training process with the use of digital technologies
Roman L. Barashkin, Aynagul Nurguatova, П. А. Калашников, et al.
Education for Chemical Engineers (2023) Vol. 45, pp. 104-121
Closed Access | Times Cited: 4
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