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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:

Equity in online learning
Tamara Tate, Mark Warschauer
Educational Psychologist (2022) Vol. 57, Iss. 3, pp. 192-206
Open Access | Times Cited: 87

Showing 1-25 of 87 citing articles:

Pillars of online pedagogy: A framework for teaching in online learning environments
Leanna Archambault, Heather Leary, Kerry Rice
Educational Psychologist (2022) Vol. 57, Iss. 3, pp. 178-191
Closed Access | Times Cited: 178
Foundations of online learning: Challenges and opportunities
Christine Greenhow, Charles R. Graham, Matthew J. Koehler
Educational Psychologist (2022) Vol. 57, Iss. 3, pp. 131-147
Closed Access | Times Cited: 156
Online learner engagement: Conceptual definitions, research themes, and supportive practices
Florence Martin, Jered Borup
Educational Psychologist (2022) Vol. 57, Iss. 3, pp. 162-177
Closed Access | Times Cited: 121
Building bridges to advance the Community of Inquiry framework for online learning
Peter Shea, Jennifer Richardson, Karen Swan
Educational Psychologist (2022) Vol. 57, Iss. 3, pp. 148-161
Closed Access | Times Cited: 88
Design-based research: What it is and why it matters to studying online learning
Christopher Hoadley, Fabio Campos
Educational Psychologist (2022) Vol. 57, Iss. 3, pp. 207-220
Open Access | Times Cited: 80
Early Childhood Learning Losses during COVID-19: Systematic Review
Mustafa Uğraş, Erdal ZENGİN, Stamatios Papadakis, et al.
Sustainability (2023) Vol. 15, Iss. 7, pp. 6199-6199
Open Access | Times Cited: 24
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology
Christian Moro, Kathy A. Mills, Charlotte Phelps, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 21
Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis
Naureen Durrani, Vanessa Ozawa
SAGE Open (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 8
Comparing high school students’ online self-regulation and engagement in English language learning
Chunping Zheng, Jyh‐Chong Liang, Ching Sing Chai, et al.
System (2023) Vol. 115, pp. 103037-103037
Closed Access | Times Cited: 18
Embrace and Reject? Understanding the Online Experiences of Junior High School Students, Parents, and Teachers After the Pandemic Through Six Technological Access Discourses
Ken-Zen Chen, Ming-Hsueh Tsai, Chyi-In Wu, et al.
Computers in the Schools (2025), pp. 1-26
Closed Access
Community and Equity in State-Level Virtual Schools from a Leadership Perspective
Carol A. Mullen, Sarah K. Warnick
American Journal of Distance Education (2025), pp. 1-22
Closed Access
Secondary school students' learning persistence in human‐AI hybrid learning: The supplementary role of parental mediation
Kaige Ni, Hai Min Dai, Chris Brown
British Journal of Educational Technology (2025)
Closed Access
From “Text-heavy slides” to “That image did a lot of the work”: Five faculty transition from text to visuals in online video instruction
Ann N. Amicucci, McKenna Argo
Computers & composition/Computers and composition (2025) Vol. 75, pp. 102917-102917
Closed Access
The Role of Hybrid Learning in Achieving the Sustainable Development Goals
Flávio Pinheiro Martins, Luciana Oranges Cezarino, Geiser Chalco Challco, et al.
Sustainable Development (2025)
Open Access
Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review
Khulekani Yakobi, Siphokazi Yakobi
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Navigating interactions and challenges in online learning: a qualitative study through social presence theory
Sandrotua Bali
SSRN Electronic Journal (2025)
Closed Access
Adjusting to a new normal: understanding the need for a significant overhaul of the technological infrastructure at higher education institutions
Constance A. Lightner, Carin A. Lightner-Laws, Tameka Womack
Educational Technology Research and Development (2025)
Closed Access
The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions
Allison Zengilowski, Jeonghyun Lee, Rachel Gaines, et al.
Linguistics and Education (2023) Vol. 73, pp. 101142-101142
Open Access | Times Cited: 12
Artificial Intelligence applied to teaching and learning processes
Carlos Alberto Gómez Cano, Ana Lucía Colala Troya
LatIA (2023) Vol. 1, pp. 2-2
Closed Access | Times Cited: 10
Gamification in Online Education: A Visual Bibliometric Network Analysis
Azin Yazdi, Amir Karimi, Stylianos Mystakidis
Information (2024) Vol. 15, Iss. 2, pp. 81-81
Open Access | Times Cited: 3
Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning
Teresa M. Ober, Ying Cheng, Matthew F. Carter, et al.
AERA Open (2023) Vol. 9
Open Access | Times Cited: 9
Teaching in the Age of AI/ChatGPT in Mental-Health-Related Fields
Afarin Rajaei
The Family Journal (2023) Vol. 32, Iss. 1, pp. 6-10
Closed Access | Times Cited: 9
Providing Institutional Support for Academic Engagement in Online and Blended Learning Programs
Sara Tuiloma, Charles R. Graham, Adriana Martínez Arias, et al.
Education Sciences (2022) Vol. 12, Iss. 10, pp. 641-641
Open Access | Times Cited: 15
Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan
Naureen Durrani, Gulmira Qanay, Ghazala Mir, et al.
Sustainability (2023) Vol. 15, Iss. 20, pp. 14725-14725
Open Access | Times Cited: 8
Digital Learning Transformation in Higher Education: International Cases of University Efforts to Evaluate and Improve Blended Teaching Readiness
Charles R. Graham, Danaa Ganbat, Tserenchimed Purevsuren, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1143-1143
Open Access | Times Cited: 8
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