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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 longitudinal trajectories of online engagement over a full program
Mohammed Saqr, Sonsoles López‐Pernas
Computers & Education (2021) Vol. 175, pp. 104325-104325
Open Access | Times Cited: 62

Showing 1-25 of 62 citing articles:

The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study
Mohammed Saqr, Sonsoles López‐Pernas, Satu Helske, et al.
Computers & Education (2023) Vol. 199, pp. 104787-104787
Open Access | Times Cited: 49
Investigating the Effects of Chinese University Students’ Online Engagement on Their EFL Learning Outcomes
Peijian Paul Sun, Lawrence Jun Zhang
The Asia-Pacific Education Researcher (2024) Vol. 33, Iss. 4, pp. 747-757
Open Access | Times Cited: 15
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories
Mohammed Saqr, Sonsoles López‐Pernas, Jelena Jovanović, et al.
The Internet and Higher Education (2022) Vol. 57, pp. 100902-100902
Open Access | Times Cited: 39
The temporal dynamics of online problem-based learning: Why and when sequence matters
Mohammed Saqr, Sonsoles López‐Pernas
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 1, pp. 11-37
Open Access | Times Cited: 28
How CSCL roles emerge, persist, transition, and evolve over time: A four-year longitudinal study
Mohammed Saqr, Sonsoles López‐Pernas
Computers & Education (2022) Vol. 189, pp. 104581-104581
Open Access | Times Cited: 34
Incorporating fantasy into gamification promotes student learning and quality of online interaction
Shurui Bai, Khe Foon Hew, Donn Emmanuel Gonda, et al.
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 31
Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis
Hongjian Liao, Qianwei Zhang, Lin Yang, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12997-13025
Open Access | Times Cited: 21
Investigating cognitive engagement patterns in online collaborative learning: a temporal learning analytic study
Jin Zhou, Jun-min Ye
Interactive Learning Environments (2024), pp. 1-17
Closed Access | Times Cited: 6
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement
Y. Ma, Kate Cain, Anastasia Ushakova
Computers & Education (2024) Vol. 214, pp. 105025-105025
Open Access | Times Cited: 6
An Introduction and R Tutorial to Model-Based Clustering in Education via Latent Profile Analysis
Luca Scrucca, Mohammed Saqr, Sonsoles López‐Pernas, et al.
(2024), pp. 285-317
Open Access | Times Cited: 6
Using an integrated probabilistic clustering approach to detect student engagement across asynchronous and synchronous online discussions
Mian Wu, Fan Ouyang
Journal of Computing in Higher Education (2024) Vol. 37, Iss. 1, pp. 299-326
Closed Access | Times Cited: 5
Identifying temporal changes in student engagement in social annotation during online collaborative reading
Fu Chen, Shan Li, Lijia Lin, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 16101-16124
Closed Access | Times Cited: 5
Modelling within‐person idiographic variance could help explain and individualize learning
Mohammed Saqr
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1077-1094
Open Access | Times Cited: 15
A Broad Collection of Datasets for Educational Research Training and Application
Sonsoles López‐Pernas, Mohammed Saqr, Javier Conde, et al.
(2024), pp. 17-66
Open Access | Times Cited: 4
Dynamics of self-regulated learning: The effectiveness of students’ strategies across course periods
Tudor Cristea, Sami Heikkinen, Chris J. Snijders, et al.
Computers & Education (2025) Vol. 228, pp. 105233-105233
Closed Access
Towards a Quantitative Competency Model for CS1 via Five-Channel Learning Sequences
Zhizezhang Gao, Can Cui, Haochen Yan, et al.
(2025), pp. 367-373
Closed Access
Understanding how gamification of English morphological analysis in a blended learning environment influences students’ engagement and reading comprehension
Shen Qiao, Samuel Kai Wah Chu, Susanna Siu‐sze Yeung
Computer Assisted Language Learning (2023), pp. 1-34
Closed Access | Times Cited: 11
Group-level analysis of engagement poorly reflects individual students’ processes: Why we need idiographic learning analytics
Mohammed Saqr
Computers in Human Behavior (2023) Vol. 150, pp. 107991-107991
Open Access | Times Cited: 11
From clicks to credits: examining the influence of online engagement and internet addiction on academic performance in Chinese universities
Yongzhong Jiang, Dirgha Raj Joshi, Jeevan Khanal
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 3
Sequence Analysis in Education: Principles, Technique, and Tutorial with R
Mohammed Saqr, Sonsoles López‐Pernas, Satu Helske, et al.
(2024), pp. 321-354
Open Access | Times Cited: 3
A Modern Approach to Transition Analysis and Process Mining with Markov Models in Education
Jouni Helske, Satu Helske, Mohammed Saqr, et al.
(2024), pp. 381-427
Open Access | Times Cited: 3
Bringing Synchrony and Clarity to Complex Multi-Channel Data: A Learning Analytics Study in Programming Education
Sonsoles López‐Pernas, Mohammed Saqr
IEEE Access (2021) Vol. 9, pp. 166531-166541
Open Access | Times Cited: 25
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach
Nicolás Felipe Gutiérrez-Páez, Patrícia Santos, Davinia Hernández‐Leo, et al.
Computers & Education (2023) Vol. 201, pp. 104829-104829
Open Access | Times Cited: 8
Transferring effective learning strategies across learning contexts matters: A study in problem-based learning
Mohammed Saqr, Wannisa Matcha, Nora’ayu Ahmad Uzir, et al.
Australasian Journal of Educational Technology (2023), pp. 35-57
Open Access | Times Cited: 8
A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning
Tiina Törmänen, Hanna Järvenoja, Mohammed Saqr, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 12
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