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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:

Four key challenges to the design of blended learning: A systematic literature review
Ruth Boelens, Bram De Wever, Michiel Voet
Educational Research Review (2017) Vol. 22, pp. 1-18
Open Access | Times Cited: 541

Showing 1-25 of 541 citing articles:

Conducting Educational Design Research
Susan McKenney, Thomas C. Reeves
Routledge eBooks (2018)
Open Access | Times Cited: 1098
Challenges in the online component of blended learning: A systematic review
Rasheed Abubakar Rasheed, Amirrudin Kamsin, Nor Aniza Abdullah
Computers & Education (2019) Vol. 144, pp. 103701-103701
Closed Access | Times Cited: 1050
Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines
Jessie S. Barrot, Ian I. Llenares, Leo S. del Rosario
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 7321-7338
Open Access | Times Cited: 627
Investigating self-directed learning and technology readiness in blending learning environment
Shuang Geng, Kris M. Y. Law, Ben Niu
International Journal of Educational Technology in Higher Education (2019) Vol. 16, Iss. 1
Open Access | Times Cited: 408
Rediscovering the use of chatbots in education: A systematic literature review
José Quiroga Pérez, Τhanasis Daradoumis, Joan Manuel Marquès Puig
Computer Applications in Engineering Education (2020) Vol. 28, Iss. 6, pp. 1549-1565
Closed Access | Times Cited: 304
The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning
Ruth Boelens, Michiel Voet, Bram De Wever
Computers & Education (2018) Vol. 120, pp. 197-212
Open Access | Times Cited: 255
An examination of teachers’ strategies to foster student engagement in blended learning in higher education
Géraldine Heilporn, Sawsen Lakhal, Marilou Bélisle
International Journal of Educational Technology in Higher Education (2021) Vol. 18, Iss. 1
Open Access | Times Cited: 244
Experts speaking: Crucial teacher attributes for implementing blended learning in higher education
Bram Bruggeman, Jo Tondeur, Katrien Struyven, et al.
The Internet and Higher Education (2020) Vol. 48, pp. 100772-100772
Closed Access | Times Cited: 226
Pandemic designs for the future: perspectives of technology education teachers during COVID-19
Jillianne Code, Rachel Ralph, Kieran Forde
Information and Learning Sciences (2020) Vol. 121, Iss. 5/6, pp. 419-431
Closed Access | Times Cited: 182
Defining student learning experience through blended learning
Frederique Bouilheres, Le Thi Viet Ha Le, Scott McDonald, et al.
Education and Information Technologies (2020) Vol. 25, Iss. 4, pp. 3049-3069
Open Access | Times Cited: 161
Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Lilian Anthonysamy, Ah Choo Koo, Soon-Hin Hew
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 3677-3704
Closed Access | Times Cited: 143
ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics
Luis Manuel Sánchez Ruiz, Santiago Moll-López, Adolfo Nuñez-Pérez, et al.
Applied Sciences (2023) Vol. 13, Iss. 10, pp. 6039-6039
Open Access | Times Cited: 122
The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane
Duong Huu Tong, Bui Phuong Uyen, Lu Kim Ngan
Heliyon (2022) Vol. 8, Iss. 12, pp. e12657-e12657
Open Access | Times Cited: 115
A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions
Muhammad Azeem Ashraf, Yang Meijia, Yufeng Zhang, et al.
Psychology Research and Behavior Management (2021) Vol. Volume 14, pp. 1525-1541
Open Access | Times Cited: 113
Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education
Seyyed Kazem Banihashem, Omid Noroozi, Perry den Brok, et al.
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100803-100803
Open Access | Times Cited: 76
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?
Claude Müller, Thoralf Mildenberger, Daniel Steingruber
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 57
Evaluate the drivers for digital transformation in higher education institutions in the era of industry 4.0 based on decision-making method
Kunqi Wang, Bangxi Li, Tian Tian, et al.
Journal of Innovation & Knowledge (2023) Vol. 8, Iss. 3, pp. 100364-100364
Open Access | Times Cited: 44
The effects of online and blended experience on outcomes in a blended learning environment
Carlos J. Asarta, James R. Schmidt
The Internet and Higher Education (2019) Vol. 44, pp. 100708-100708
Closed Access | Times Cited: 98
Exploring critical factors of the perceived usefulness of blended learning for higher education students
Damijana Keržič, Nina Tomaževič, Aleksander Aristovnik, et al.
PLoS ONE (2019) Vol. 14, Iss. 11, pp. e0223767-e0223767
Open Access | Times Cited: 98
Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments
Janet Mannheimer Zydney, Zachary B. Warner, Lauren Angelone
Computers & Education (2019) Vol. 143, pp. 103678-103678
Closed Access | Times Cited: 91
Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)
Christopher A. Kearney, Carolina Gonzálvez, Patricia A. Graczyk, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 91
Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions
Ngoc Thuy Thi Thai, Bram De Wever, Martin Valcke
Journal of Computer Assisted Learning (2020) Vol. 36, Iss. 3, pp. 397-411
Closed Access | Times Cited: 91
Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning
Ka Yin Chau, Kris M. Y. Law, Yuk Ming Tang
Journal of Organizational and End User Computing (2021) Vol. 33, Iss. 6, pp. 1-20
Open Access | Times Cited: 86
Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis
Changqin Huang, Zhongmei Han, Ming Li, et al.
Australasian Journal of Educational Technology (2021) Vol. 37, Iss. 2, pp. 81-95
Open Access | Times Cited: 85
An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences
Antonio Calderón, Dylan Scanlon, Ann MacPhail, et al.
Physical Education and Sport Pedagogy (2020) Vol. 26, Iss. 6, pp. 562-577
Open Access | Times Cited: 83
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