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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:

Self-regulated learning in MOOCs: lessons learned from a literature review
M. Elena Alonso-Mencía, Carlos Alario‐Hoyos, Jorge Maldonado‐Mahauad, et al.
Educational Review (2019) Vol. 72, Iss. 3, pp. 319-345
Open Access | Times Cited: 75

Showing 1-25 of 75 citing articles:

Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?
Christian Tarchi, Eva Wennås Brante, Mohammad Jokar, et al.
Teaching and Teacher Education (2022) Vol. 113, pp. 103669-103669
Open Access | Times Cited: 52
Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis
Min Young Doo, Meina Zhu, Curtis J. Bonk
Distance Education (2023) Vol. 44, Iss. 1, pp. 86-105
Closed Access | Times Cited: 26
A bibliometric review on latent topics and trends of the empirical MOOC literature (2008–2019)
Caixia Liu, Di Zou, Xieling Chen, et al.
Asia Pacific Education Review (2021) Vol. 22, Iss. 3, pp. 515-534
Open Access | Times Cited: 52
The relationship between mobile learning and self-regulated learning: A systematic review
Agnieszka Palalas, Norine Wark
Australasian Journal of Educational Technology (2020) Vol. 36, Iss. 4, pp. 151-172
Open Access | Times Cited: 51
Trends and Issues in MOOC Learning Analytics Empirical Research: A Systematic Literature Review (2011–2021)
Meina Zhu, Annisa Ratna Sari, Mimi Miyoung Lee
Education and Information Technologies (2022) Vol. 27, Iss. 7, pp. 10135-10160
Open Access | Times Cited: 32
Motivating students to become self-regulatory learners: A gamified mobile self-regulated learning approach
Yi‐Chun Chen, Gwo‐Jen Hwang, Chiu‐Lin Lai
Education and Information Technologies (2024)
Closed Access | Times Cited: 7
Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study
Ünal Çakıroğlu, Mehmet Kokoç, Melek Atabay
Journal of Computing in Higher Education (2024) Vol. 36, Iss. 1, pp. 220-241
Open Access | Times Cited: 7
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?
Katharina Teich, Vanessa Stefanie Loock, Nikol Rummel
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1437-1455
Open Access | Times Cited: 6
Effects of mobile-app learning diaries vs online training on specific self-regulated learning components
Jaclyn Broadbent, Ernesto Panadero, Matthew Fuller‐Tyszkiewicz
Educational Technology Research and Development (2020) Vol. 68, Iss. 5, pp. 2351-2372
Closed Access | Times Cited: 48
The effects of different interventions on self-regulated learning of pre-service teachers in a blended academic course
Hong Lu, Wang Yue
Computers & Education (2022) Vol. 180, pp. 104444-104444
Closed Access | Times Cited: 22
Adapting Self-Regulated Learning in an Age of Generative Artificial Intelligence Chatbots
Joel Weijia Lai
Future Internet (2024) Vol. 16, Iss. 6, pp. 218-218
Open Access | Times Cited: 5
MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study
Christian Dagenais, Aurélie Hot, Anne Bekelynck, et al.
PLoS ONE (2024) Vol. 19, Iss. 2, pp. e0297781-e0297781
Open Access | Times Cited: 4
Why people do not use MOOCs: an innovation resistance perspective
Gábor Pörzse, Zsófia Kenesei
Information and Learning Sciences (2025)
Closed Access
Learner and instructor-related challenges for learners’ engagement in MOOCs: a review of 2014–2020 publications in selected SSCI indexed journals
Lekissa Alemayehu, Hsiu‐Ling Chen
Interactive Learning Environments (2021) Vol. 31, Iss. 5, pp. 3172-3194
Closed Access | Times Cited: 32
Did Self-Directed Learning Curriculum Guidelines Change Taiwanese High-School Students’ Self-Directed Learning Readiness?
Chang‐Hua Chen, Ken-Zen Chen, Hsiaofeng Tsai
The Asia-Pacific Education Researcher (2021) Vol. 31, Iss. 4, pp. 409-426
Open Access | Times Cited: 28
REFLECTIONS ON MASSIVE OPEN ONLINE COURSES (MOOCS) DURING THE COVID-19 PANDEMIC: A BIBLIOMETRIC MAPPING ANALYSIS
Ahmed Tlili, Fahriye Altınay, Zehra Altınay, et al.
Turkish Online Journal of Distance Education (2022) Vol. 23, Iss. 3, pp. 1-17
Open Access | Times Cited: 20
Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses
Paraskevi Topali, Irene‐Angelica Chounta, Alejandra Martínez‐Monés, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 4, pp. 1039-1060
Open Access | Times Cited: 11
Self-Regulated Learning Strategies in Continuing Education: A Systematic Review and Meta-Analysis
Yvonne M. Hemmler, Dirk Ifenthaler
Educational Research Review (2024) Vol. 45, pp. 100629-100629
Open Access | Times Cited: 4
Is Students’ Autonomy Possible at Contemporary School?
K.N. Polivanova, А.А. Бочавер
Psychological Science and Education (2022) Vol. 27, Iss. 3, pp. 6-15
Open Access | Times Cited: 16
Unifying EFL learners’ online self-regulation and online motivational self-system in MOOCs: A structural equation modeling approach
Amir Reza Rahimi, Zahra Cheraghi
Journal of Computers in Education (2022) Vol. 11, Iss. 1, pp. 1-27
Closed Access | Times Cited: 16
Investigating the adoption of MOOCs in a developing country
Kriti Priya Gupta
Interactive Technology and Smart Education (2019) Vol. 17, Iss. 4, pp. 355-375
Closed Access | Times Cited: 26
Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review
Jhoni Cerón, Silvia Baldiris, Jairo Quintero, et al.
IEEE Access (2020) Vol. 9, pp. 511-528
Open Access | Times Cited: 26
Analysing self-regulated learning strategies of MOOC learners through self-reported data
M. Elena Alonso-Mencía, Carlos Alario‐Hoyos, Iria Estévez Ayres, et al.
Australasian Journal of Educational Technology (2021), pp. 56-70
Open Access | Times Cited: 22
University Students Intention to Continue Using Online Learning Tools and Technologies: An International Comparison
Karla Soria-Barreto, Sofía Ruíz Campo, Ahmad Samed Al‐Adwan, et al.
Sustainability (2021) Vol. 13, Iss. 24, pp. 13813-13813
Open Access | Times Cited: 21
Visualization analysis on the research topic and hotspot of online learning by using CiteSpace—Based on the Web of Science core collection (2004–2022)
Youhua Shen, Lehui Huang, Xueshi Wu
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 15
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