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:
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving
Mari Ader, Sabrine Hassane, Jan van Bruggen, et al.
Learning Culture and Social Interaction (2023) Vol. 39, pp. 100684-100684
Closed Access | Times Cited: 7
Mari Ader, Sabrine Hassane, Jan van Bruggen, et al.
Learning Culture and Social Interaction (2023) Vol. 39, pp. 100684-100684
Closed Access | Times Cited: 7
Showing 7 citing articles:
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
Xiaoli Zheng, Jun Huang, Xiao-Han Xia, et al.
Computers & Education (2023) Vol. 207, pp. 104920-104920
Closed Access | Times Cited: 16
Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
Socially shared metacognitive supports in flipped or online classroom collaborative groups: examining the effect on motivation, group metacognition, group belonging, and cohesion
Hatice Yıldız Durak, Tuğba Kamalı Arslantaş
Journal of Computing in Higher Education (2025)
Open Access
Hatice Yıldız Durak, Tuğba Kamalı Arslantaş
Journal of Computing in Higher Education (2025)
Open Access
Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
Juan Carlos Solano Guerrero, Francisco Javier Ruíz Ortega, Angélica María Rodríguez Ortiz, et al.
Revista de Investigación Desarrollo e Innovación (2024) Vol. 14, Iss. 2, pp. 133-148
Open Access
Juan Carlos Solano Guerrero, Francisco Javier Ruíz Ortega, Angélica María Rodríguez Ortiz, et al.
Revista de Investigación Desarrollo e Innovación (2024) Vol. 14, Iss. 2, pp. 133-148
Open Access
Promoting Shared Metacognition in Online Learning: The Practices of Distributed Teaching Presence and the Relationships to Cognitive Presence
Ye Chen, Chen Li-xuan
Education Sciences (2024) Vol. 15, Iss. 1, pp. 4-4
Open Access
Ye Chen, Chen Li-xuan
Education Sciences (2024) Vol. 15, Iss. 1, pp. 4-4
Open Access
Exploring Coaching Techniques in Enhancing Practice-Led Research Methodologies
Andi Asrifan, Intisari Intisari, Azizah Amal, et al.
Advances in library and information science (ALIS) book series (2024), pp. 395-418
Closed Access
Andi Asrifan, Intisari Intisari, Azizah Amal, et al.
Advances in library and information science (ALIS) book series (2024), pp. 395-418
Closed Access
Research on Factors Affecting Online Learning Stickiness among College Students from the Perspective of NAM-TPB Integration
Xiaoyan Li, Yaxin Tan, Yuanqing Wei, et al.
Research Square (Research Square) (2023)
Open Access
Xiaoyan Li, Yaxin Tan, Yuanqing Wei, et al.
Research Square (Research Square) (2023)
Open Access
