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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:

Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings
Alfred P. Rovai, Mervyn J. Wighting, Jason D. Baker, et al.
The Internet and Higher Education (2008) Vol. 12, Iss. 1, pp. 7-13
Closed Access | Times Cited: 246

Showing 1-25 of 246 citing articles:

Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning
Amanda Szapkiw, Jennifer Courduff, Kimberly Carter, et al.
Computers & Education (2012) Vol. 63, pp. 259-266
Closed Access | Times Cited: 341
Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course
Murat Kurucay, Fethi A. Inan
Computers & Education (2017) Vol. 115, pp. 20-37
Closed Access | Times Cited: 247
Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective
Rosa Huiju Chen
Sustainability (2022) Vol. 14, Iss. 3, pp. 1785-1785
Open Access | Times Cited: 69
Online learning in management education amid the pandemic: A bibliometric and content analysis
Davy Tsz Kit Ng, Anthony Chun Hin Ching, Sau Wai Law
The International Journal of Management Education (2023) Vol. 21, Iss. 2, pp. 100796-100796
Open Access | Times Cited: 42
Educational Approaches with ΑΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus
Spyridon Aravantinos, Konstantinos Lavidas, Iro Voulgari, et al.
Education Sciences (2024) Vol. 14, Iss. 7, pp. 744-744
Open Access | Times Cited: 22
Online self-assessment with feedback and metacognitive knowledge
Izaskun Ibabe, Joana Jauregizar
Higher Education (2009) Vol. 59, Iss. 2, pp. 243-258
Closed Access | Times Cited: 150
MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach
Kun Li
Computers & Education (2019) Vol. 132, pp. 16-30
Closed Access | Times Cited: 139
The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
Amanda J. Rockinson‐Szapkiw, Jillian L. Wendt, Mervyn Whighting, et al.
The International Review of Research in Open and Distributed Learning (2016) Vol. 17, Iss. 3
Open Access | Times Cited: 120
The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire
Vesile Ünver, Tülay Başak, Penni Watts, et al.
Contemporary Nurse (2017) Vol. 53, Iss. 1, pp. 60-74
Closed Access | Times Cited: 117
Confronting the Bias Against On-Line Learning in Management Education
Lindsay Redpath
Academy of Management Learning and Education (2012) Vol. 11, Iss. 1, pp. 125-140
Closed Access | Times Cited: 111
Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change
Sunnie Lee Watson, Jamie Loizzo, William R. Watson, et al.
Educational Technology Research and Development (2016) Vol. 64, Iss. 6, pp. 1273-1300
Closed Access | Times Cited: 88
Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load
Cathy Weng, Sarah Otanga, Apollo Weng, et al.
Computers & Education (2018) Vol. 120, pp. 172-184
Closed Access | Times Cited: 87
The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic
Lilian Anthonysamy
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 6881-6899
Open Access | Times Cited: 81
Do Academic Stress, Burnout and Problematic Internet Use Affect Perceived Learning? Evidence from India during the COVID-19 Pandemic
Savitha Basri, Iqbal Thonse Hawaldar, Raveendranath Ravi Nayak, et al.
Sustainability (2022) Vol. 14, Iss. 3, pp. 1409-1409
Open Access | Times Cited: 39
Assessing the Impact of the COVID-19 Pandemic on Nursing Education: A National Study of Prelicensure RN Programs
Brendan Martin, Nicole Kaminski-Ozturk, Richard Smiley, et al.
Journal of Nursing Regulation (2023) Vol. 14, Iss. 1, pp. S1-S67
Open Access | Times Cited: 29
Predictors of student engagement and perceived learning in emergency online education amidst COVID-19: A community of inquiry perspective
Lin Li, Renwen Zhang, Anne Marie Piper
Computers in Human Behavior Reports (2023) Vol. 12, pp. 100326-100326
Open Access | Times Cited: 28
A review of using multilevel modeling in e-learning research
Hung‐Ming Lin, Jiun‐Yu Wu, Jyh‐Chong Liang, et al.
Computers & Education (2023) Vol. 198, pp. 104762-104762
Open Access | Times Cited: 23
Development and validation of the E-learning Acceptance Measure (ElAM)
Timothy Teo
The Internet and Higher Education (2010) Vol. 13, Iss. 3, pp. 148-152
Open Access | Times Cited: 107
Digital games as creativity enablers for children
Michela Ott, Francesca Pozzi
Behaviour and Information Technology (2010) Vol. 31, Iss. 10, pp. 1011-1019
Closed Access | Times Cited: 90
A cross cultural study of antecedents on career preparation behavior: Learning motivation, academic achievement, and career decision self-efficacy
Kyuhwan Choi, Dae-Young Kim
Journal of Hospitality Leisure Sport & Tourism Education (2013) Vol. 13, pp. 19-32
Closed Access | Times Cited: 84
Learning outcomes of a MOOC designed for attitudinal change: A case study of an Animal Behavior and Welfare MOOC
William R. Watson, Woori Kim, Sunnie Lee Watson
Computers & Education (2016) Vol. 96, pp. 83-93
Closed Access | Times Cited: 82
Identifying significant integration and institutional factors that predict online doctoral persistence
Amanda J. Rockinson‐Szapkiw, Lucinda S. Spaulding, Maria T. Spaulding
The Internet and Higher Education (2016) Vol. 31, pp. 101-112
Closed Access | Times Cited: 61
How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?
Rabindra Ratan, Chimobi Ucha, Yiming Lei, et al.
Computers & Education (2022) Vol. 191, pp. 104621-104621
Closed Access | Times Cited: 36
Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer
Victoria L. Lowell, Deepti Tagare
Computers & Education X Reality (2023) Vol. 2, pp. 100017-100017
Open Access | Times Cited: 20
Being There, and Being Together: Avatar Appearance and Peer Interaction in VR Classrooms for Video-Based Learning
Quan Yuan, Qin Gao
International Journal of Human-Computer Interaction (2023) Vol. 40, Iss. 13, pp. 3313-3333
Closed Access | Times Cited: 17
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