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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:

Preparing educators for the time of COVID … and beyond
Linda Darling‐Hammond, Maria E. Hyler
European Journal of Teacher Education (2020) Vol. 43, Iss. 4, pp. 457-465
Open Access | Times Cited: 372

Showing 1-25 of 372 citing articles:

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic
Ming Li, Zhonggen Yu
Sustainability (2022) Vol. 14, Iss. 3, pp. 1121-1121
Open Access | Times Cited: 189
Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education
Etem Yeşilyurt, Rabia Vezne
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 9885-9911
Open Access | Times Cited: 41
A self-determination theory approach to teacher digital competence development
Thomas K. F. Chiu, Garry Falloon, Yanjie Song, et al.
Computers & Education (2024) Vol. 214, pp. 105017-105017
Open Access | Times Cited: 23
Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning
Pablo César Muñoz Carril, Núria Hernández-Sellés, Eduardo X. Fuentes Abeledo, et al.
Computers & Education (2021) Vol. 174, pp. 104310-104310
Open Access | Times Cited: 84
Translating knowledge into innovation capability: An exploratory study investigating the perceptions on distance learning in higher education during the COVID-19 pandemic - the case of Mexico
Miltiadis D. Lytras, Andreea Claudia Șerban, Miguel Torres-Ruiz, et al.
Journal of Innovation & Knowledge (2022) Vol. 7, Iss. 4, pp. 100258-100258
Open Access | Times Cited: 63
Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19
Joseph Meng-Chun Chin, Gregory Ching, Fides del Castillo, et al.
Sustainability (2022) Vol. 14, Iss. 1, pp. 470-470
Open Access | Times Cited: 60
Distance Education During the COVID-19 Pandemic in Turkey: Identifying the Needs of Early Childhood Educators
Ümran Alan
Early Childhood Education Journal (2021) Vol. 49, Iss. 5, pp. 987-994
Open Access | Times Cited: 57
Effects of Digitalisation on Higher Education in a Sustainable Development Framework—Online Learning Challenges during the COVID-19 Pandemic
Tudorel Toader, Marieta Safta, Cristina Titirișcă, et al.
Sustainability (2021) Vol. 13, Iss. 11, pp. 6444-6444
Open Access | Times Cited: 55
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices
André Meyer, Marc Kleinknecht, Dirk Richter
Computers & Education (2023) Vol. 200, pp. 104805-104805
Open Access | Times Cited: 37
Enhancing students’ English language learning via M-learning: Integrating technology acceptance model and S-O-R model
Michael Yao‐Ping Peng, Yunying Xu, Cheng Xu
Heliyon (2023) Vol. 9, Iss. 2, pp. e13302-e13302
Open Access | Times Cited: 33
Connecting research and professionalism in teacher education
Ian Menter, María Assunção Flores
European Journal of Teacher Education (2020) Vol. 44, Iss. 1, pp. 115-127
Open Access | Times Cited: 61
Teaching in the Age of Covid-19 - A Longitudinal Study
Petar Jandrić, Aras Bozkurt, Miranda McKee, et al.
Postdigital Science and Education (2021) Vol. 3, Iss. 3, pp. 743-770
Closed Access | Times Cited: 51
Exploring online readiness in the context of the COVID 19 pandemic
Ida Fatimawati Adi Badiozaman
Teaching in Higher Education (2021) Vol. 28, Iss. 8, pp. 1974-1992
Closed Access | Times Cited: 48
Psychological Well-Being in Teachers During and Post-Covid-19: Positive Psychology Interventions
Diego García-Álvarez, María José Soler, Lourdes Achard-Braga
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 44
Experienced EFL teachers switching to online teaching: A case study from China
Chunmei Yan, Li Wang
System (2022) Vol. 105, pp. 102717-102717
Closed Access | Times Cited: 30
Covid-19 psychological pressures, depression and FOMO: the mediating role of online social support and emotional regulation
Yuting Dong, Min Chen, Zhigang Wu, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 7
Beyond the Classroom
Muhammad Usman Tariq
Advances in educational marketing, administration, and leadership book series (2024), pp. 321-346
Closed Access | Times Cited: 7
Students' Performance in Remote Flipped Signals Classes
Ahmed Dallal
2020 ASEE Virtual Annual Conference Content Access Proceedings (2024)
Open Access | Times Cited: 6
Teacher satisfaction and burnout during COVID-19: what organizational factors help?
Jose Eos Trinidad
International Journal of Leadership in Education (2021), pp. 1-19
Closed Access | Times Cited: 36
Examining K-12 Teachers’ Digital Competency and Technology Self-Efficacy During COVID-19 Pandemic
Justina Ogodo, Marsha Simon, Dana Lynn Morris, et al.
Journal of Higher Education Theory and Practice (2021) Vol. 21, Iss. 11
Open Access | Times Cited: 35
Pre-Service Teacher Preparation in Trauma-Informed Pedagogy: A Review of State Competencies
Nicole Reddig, Janet VanLone
Leadership and Policy in Schools (2022) Vol. 23, Iss. 1, pp. 17-28
Closed Access | Times Cited: 27
Rethinking online assessment from university students’ perspective in COVID-19 pandemic
Vivian Lee, Paul Lam, Judy Tsiu Sim Lo, et al.
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 24
Roles del docente universitario en procesos de aprendizaje colaborativo en entornos virtuales
Núria Hernández-Sellés, Pablo César Muñoz Carril, Mercedes González Sanmamed
RIED Revista Iberoamericana de Educación a Distancia (2022) Vol. 26, Iss. 1, pp. 39-58
Open Access | Times Cited: 23
Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective
Edīte Sarva, Gatis Lāma, Alise Oļesika, et al.
Sustainability (2023) Vol. 15, Iss. 13, pp. 9895-9895
Open Access | Times Cited: 15
Imbricación del Metaverso en la complejidad de la educación 4.0: Aproximación desde un análisis de la literatura
Carlos Enrique George Reyes, María Soledad, Edgar Omar López-Caudana
Pixel-Bit Revista de Medios y Educación (2023), Iss. 66, pp. 199-237
Open Access | Times Cited: 13
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