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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:

The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom
Judith A. Sanders, Richard L. Wiseman
Communication Education (1990) Vol. 39, Iss. 4, pp. 341-353
Closed Access | Times Cited: 255

Showing 1-25 of 255 citing articles:

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
D. Randy Garrison, Terry Anderson, Walter Archer
The Internet and Higher Education (1999) Vol. 2, Iss. 2-3, pp. 87-105
Closed Access | Times Cited: 5739
Assessing Social Presence In Asynchronous Text-based Computer Conferencing
Liam Rourke, Terry Anderson, D. Randy Garrison, et al.
International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance (1999) Vol. 14, Iss. 2, pp. 50-71
Closed Access | Times Cited: 1725
I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate
Joseph P. Mazer, Richard E. Murphy, Cheri J. Simonds
Communication Education (2006) Vol. 56, Iss. 1, pp. 1-17
Open Access | Times Cited: 1103
Building Learning Communities in Online Courses: the importance of interaction
Karen Swan
Education Communication and Information (2002) Vol. 2, Iss. 1, pp. 23-49
Closed Access | Times Cited: 788
A meta‐analytical review of the relationship between teacher immediacy and student learning
Paul L. Witt, Lawrence R. Wheeless, Mike Allen
Communication Monographs (2004) Vol. 71, Iss. 2, pp. 184-207
Closed Access | Times Cited: 456
Toward an Epistemology of Practice
Joseph A. Raelin
Academy of Management Learning and Education (2007) Vol. 6, Iss. 4, pp. 495-519
Closed Access | Times Cited: 390
PREDICTING LEARNING FROM ASYNCHRONOUS ONLINE DISCUSSIONS
Dezhi Wu, Starr Roxanne Hiltz
Online Learning (2019) Vol. 8, Iss. 2
Open Access | Times Cited: 371
A Review of Humor in Educational Settings: Four Decades of Research
John A. Banas, Norah E. Dunbar, Dariela Rodriguez, et al.
Communication Education (2010) Vol. 60, Iss. 1, pp. 115-144
Closed Access | Times Cited: 350
Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings1
Kenneth A. Feldman
Springer eBooks (2007), pp. 93-143
Closed Access | Times Cited: 325
Asynchronous Discussions and Assessment in Online Learning
Selma Vonderwell, Xin Liang, Kay Alderman
Journal of Research on Technology in Education (2007) Vol. 39, Iss. 3, pp. 309-328
Closed Access | Times Cited: 306
Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator
José I. Rodríguez, Timothy G. Plax, Patricia M. Kearney
Communication Education (1996) Vol. 45, Iss. 4, pp. 293-305
Closed Access | Times Cited: 366
A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes
Diane M. Christophel, Joan Gorham
Communication Education (1995) Vol. 44, Iss. 4, pp. 292-306
Closed Access | Times Cited: 336
Transactional Presence as a Critical Predictor of Success in Distance Learning
Namin Shin
Distance Education (2003) Vol. 24, Iss. 1, pp. 69-86
Closed Access | Times Cited: 295
How Chinese Perceive Social Presence: An Examination of Interaction in Online Learning Environment
Chih‐Hsiung Tu
Educational Media International (2001) Vol. 38, Iss. 1, pp. 45-60
Closed Access | Times Cited: 292
Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning
Tracy Callaway Russo, S A Benson
Educational Technology & Society (2005) Vol. 8, Iss. 1, pp. 54-62
Closed Access | Times Cited: 276
A review and meta-analysis of the nomological network of trainee reactions.
Traci Sitzmann, Kenneth G. Brown, Wendy J. Casper, et al.
Journal of Applied Psychology (2008) Vol. 93, Iss. 2, pp. 280-295
Closed Access | Times Cited: 252
The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning
Alyssa Friend Wise, Ju-Yu Chang, Thomas M. Duffy, et al.
Journal of Educational Computing Research (2004) Vol. 31, Iss. 3, pp. 247-271
Closed Access | Times Cited: 244
Web Accessibility Theory and Practice: An Introduction for University Faculty
David A. Bradbard, Cara Peters
The Journal of Educators Online (2010) Vol. 7, Iss. 1
Open Access | Times Cited: 230
The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning
Laura J. Christensen, Kent E. Menzel
Communication Education (1998) Vol. 47, Iss. 1, pp. 82-90
Closed Access | Times Cited: 228
The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions
Heejung An, Sunghee Shin, Keol Lim
Computers & Education (2009) Vol. 53, Iss. 3, pp. 749-760
Closed Access | Times Cited: 228
Perceptions of intercultural communication competence and international student adaptation to an American campus
Stephanie Zimmermann
Communication Education (1995) Vol. 44, Iss. 4, pp. 321-335
Closed Access | Times Cited: 208
An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning
Paul L. Witt, Lawrence R. Wheeless
Communication Education (2001) Vol. 50, Iss. 4, pp. 327-342
Closed Access | Times Cited: 197
Nonverbal immediacy and cognitive learning: A cross‐cultural investigation
James C. McCroskey, Aino Sallinen, Joan M. Fayer, et al.
Communication Education (1996) Vol. 45, Iss. 3, pp. 200-211
Closed Access | Times Cited: 187
An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom
Jason D. Baker
The Internet and Higher Education (2004) Vol. 7, Iss. 1, pp. 1-13
Closed Access | Times Cited: 184
Robots in the classroom: Differences in students’ perceptions of credibility and learning between “teacher as robot” and “robot as teacher”
Autumn Edwards, Chad Edwards, Patric R. Spence, et al.
Computers in Human Behavior (2016) Vol. 65, pp. 627-634
Open Access | Times Cited: 151
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