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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.

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Showing 1-25 of 47 citing articles:

Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education
Etem Yeşilyurt, Rabia Vezne
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 9885-9911
Open Access | Times Cited: 41
Predicting regulatory activities for socially shared regulation to optimize collaborative learning
Sanna Järvelä, Andy Nguyen, Eija Vuorenmaa, et al.
Computers in Human Behavior (2023) Vol. 144, pp. 107737-107737
Open Access | Times Cited: 34
Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies
Nilüfer Atman Uslu, Hatice Yıldız Durak
Learning and Motivation (2022) Vol. 78, pp. 101804-101804
Closed Access | Times Cited: 28
Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
Sanna Järvelä, Allyson F. Hadwin
Learning and Individual Differences (2024) Vol. 115, pp. 102526-102526
Open Access | Times Cited: 7
Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design
Stanislav Avsec, Magdalena Jagiełło-Kowalczyk, Agnieszka Żabicka
Sustainability (2022) Vol. 14, Iss. 7, pp. 3928-3928
Open Access | Times Cited: 23
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns
Xiaoli Zheng, Jun Huang, Xiao-Han Xia, et al.
Computers & Education (2023) Vol. 207, pp. 104920-104920
Closed Access | Times Cited: 16
Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition
Li Wei, Cheng‐Ye Liu, Judy C. R. Tseng
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 318-339
Closed Access | Times Cited: 12
Scaffolding self-regulation in project-based programming learning through online collaborative diaries to promote computational thinking
Peidi Gu, Jiaming Wu, Zui Cheng, et al.
Education and Information Technologies (2025)
Closed Access
Application of machine learning in higher education to predict students’ performance, learning engagement and self-efficacy: a systematic literature review
Juntao Chen, Xiaodeng Zhou, Jiahua Yao, et al.
Asian Education and Development Studies (2025)
Closed Access
‘Supporting socially shared regulation during collaborative task-oriented reading’
Jolique Kielstra, Inge Molenaar, Roel van Steensel, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 1, pp. 65-105
Open Access | Times Cited: 16
Design of Moodle-based collaborative learning activities to enhance student interactions
Anuradha Peramunugamage, Uditha W. Ratnayake, Shironica P. Karunanayaka, et al.
AAOU Journal/AAOU journal (2024) Vol. 19, Iss. 1, pp. 37-54
Open Access | Times Cited: 3
Design Thinking to Envision More Sustainable Technology-Enhanced Teaching for Effective Knowledge Transfer
Stanislav Avsec
Sustainability (2023) Vol. 15, Iss. 2, pp. 1163-1163
Open Access | Times Cited: 7
Investigating the relation of higher education students’ situational self-efficacy beliefs to participation in group level regulation of learning during a collaborative task
Sara Ahola, Jonna Malmberg, Hanna Järvenoja
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 6
Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design
Aylin Öztürk, Alper Tolga Kumtepe
Distance Education (2023) Vol. 44, Iss. 3, pp. 425-457
Closed Access | Times Cited: 4
How do students of different self-efficacy regulate learning in collaborative design activities? An epistemic network analysis approach
Peng Chen, Dong Yang, Jari Lavonen, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
CalMe: A Tangible Environment To Enhance Pupils Group Work Regulation
David Bertolo, Stéphane Faedda, Alexis Olry, et al.
ACM Transactions on Computer-Human Interaction (2024)
Open Access | Times Cited: 1
Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions
Zhi Liu, Ya Gao, Ning Zhang, et al.
Current Psychology (2024) Vol. 43, Iss. 35, pp. 28147-28162
Closed Access | Times Cited: 1
Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors
Anabel Bach, Felicitas Thiel
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
The Effects of Different Metacognitive Patterns on Students' Self-Regulated Learning in Blended Learning
Xingyu Geng, Yu-Sheng Su
Computers & Education (2024), pp. 105211-105211
Closed Access | Times Cited: 1
Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory
Min Li
Learning and Motivation (2024) Vol. 89, pp. 102087-102087
Closed Access | Times Cited: 1
Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities
Zohre Mohamadi
Educational Technology Research and Development (2022) Vol. 71, Iss. 2, pp. 313-338
Closed Access | Times Cited: 6
The impact of entrepreneurial course instructors' abilities on students' learning outcomes and the mediating role of students' self-efficacy: A case study of schools in China
Zhang Yi, Cheng-Jui Tseng
International Journal of Innovative Research and Scientific Studies (2023) Vol. 6, Iss. 4, pp. 835-848
Open Access | Times Cited: 3
Teammate Familiarity in Distributed Computer-Supported Collaborative Learning: The Mediating Role of Social Presence
Shunan Zhang, Dongyan Nan, Seungjong Sun, et al.
The International Review of Research in Open and Distributed Learning (2023) Vol. 24, Iss. 4, pp. 233-251
Open Access | Times Cited: 3
Exploring the Impact of Peer Mentoring on Computer-Supported Collaborative Learning among Undergraduate Students
Semiyu Adejare Aderibigbe, Emran Alotaibi, Khadeegha Alzouebi
International Journal of Emerging Technologies in Learning (iJET) (2023) Vol. 18, Iss. 13, pp. 4-20
Open Access | Times Cited: 2
Relationship between the Latent Profile of Online Socially Regulated Learning and Collaborative Learning Motivation
Xiaodan Wang, Xin Wang, Tinghui Huang, et al.
Sustainability (2023) Vol. 16, Iss. 1, pp. 181-181
Open Access | Times Cited: 2
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