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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:

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

Showing 1-25 of 187 citing articles:

EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION
Jennifer Richardson, Karen Swan
Online Learning (2019) Vol. 7, Iss. 1
Open Access | Times Cited: 1586
Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks
Alfred P. Rovai
The Internet and Higher Education (2002) Vol. 5, Iss. 4, pp. 319-332
Closed Access | Times Cited: 847
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
On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning
Alfred P. Rovai, Kirk T. Barnum
International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance (2007) Vol. 18, Iss. 1, pp. 57-73
Closed Access | Times Cited: 305
Pay attention!
Daniel Szafir, Bilge Mutlu
(2012), pp. 11-20
Closed Access | Times Cited: 271
Building modern online social presence: A review of social presence theory and its instructional design implications for future trends
Guoqiang Cui, Barbara B. Lockee, Cuiqing Meng
Education and Information Technologies (2012) Vol. 18, Iss. 4, pp. 661-685
Closed Access | Times Cited: 240
A constructivist approach to online college learning
Alfred P. Rovai
The Internet and Higher Education (2004) Vol. 7, Iss. 2, pp. 79-93
Closed Access | Times Cited: 325
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
Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings
Alfred P. Rovai, Mervyn J. Wighting, Jason D. Baker, et al.
The Internet and Higher Education (2008) Vol. 12, Iss. 1, pp. 7-13
Closed Access | Times Cited: 246
The relationship of student‐faculty out‐of‐class communication to instructor immediacy and trust and to student motivation
Marjorie A. Jaasma, Randall J. Koper
Communication Education (1999) Vol. 48, Iss. 1, pp. 41-47
Closed Access | Times Cited: 236
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 Effect of Teacher Nonverbal Immediacy and Credibility on Student Motivation and Affective Learning
Lanette L. Pogue, Kimo Ahyun
Communication Education (2006) Vol. 55, Iss. 3, pp. 331-344
Closed Access | Times Cited: 207
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
Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States
Qin Zhang
Communication Education (2007) Vol. 56, Iss. 2, pp. 209-227
Closed Access | Times Cited: 155
MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach
Kun Li
Computers & Education (2019) Vol. 132, pp. 16-30
Closed Access | Times Cited: 139
Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation
Wei Liu
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 62
Perceived teacher confirmation..
Kirsten Ellis
Human Communication Research (2000) Vol. 26, Iss. 2, pp. 264-291
Closed Access | Times Cited: 157
The interrelationship of student ratings of instructors' immediacy, verbal aggressiveness, homophily, and interpersonal attraction
Kelly A. Rocca, James C. McCroskey
Communication Education (1999) Vol. 48, Iss. 4, pp. 308-316
Closed Access | Times Cited: 140
Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale
Scott Titsworth, Margaret M. Quinlan, Joseph P. Mazer
Communication Education (2010) Vol. 59, Iss. 4, pp. 431-452
Closed Access | Times Cited: 118
Development and Validation of the Student Interest and Engagement Scales
Joseph P. Mazer
Communication Methods and Measures (2012) Vol. 6, Iss. 2, pp. 99-125
Closed Access | Times Cited: 101
The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride?
Scott Titsworth, Tim McKenna-Buchanan, Joseph P. Mazer, et al.
Communication Education (2013) Vol. 62, Iss. 2, pp. 191-209
Closed Access | Times Cited: 91
The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions
Joseph P. Mazer, Tim McKenna-Buchanan, Margaret M. Quinlan, et al.
Communication Education (2014) Vol. 63, Iss. 3, pp. 149-168
Closed Access | Times Cited: 88
Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test
Joseph P. Mazer
Communication Education (2012) Vol. 62, Iss. 1, pp. 86-96
Closed Access | Times Cited: 87
Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes
Joseph P. Mazer
Communication Studies (2013) Vol. 64, Iss. 2, pp. 125-140
Closed Access | Times Cited: 74
The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning
B. Scott Titsworth
Communication Education (2001) Vol. 50, Iss. 4, pp. 283-297
Closed Access | Times Cited: 131
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