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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:

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

Showing 1-25 of 228 citing articles:

The Theory and Practice of Online Learning
Terry Anderson
Athabasca University Press eBooks (2008)
Open Access | Times Cited: 1758
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
Role of Student–Faculty Interactions in Developing College Students’ Academic Self-Concept, Motivation, and Achievement
Meera Komarraju, Sergey Musulkin, Gargi Bhattacharya
Journal of college student development (2010) Vol. 51, Iss. 3, pp. 332-342
Closed Access | Times Cited: 472
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
2. Towards a Theory of Online Learning
Terry Anderson
Athabasca University Press eBooks (2008), pp. 45-74
Closed Access | Times Cited: 408
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
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms?
Lynley H. Anderman, Carey E. Andrzejewski, Jennifer L. Allen
Teachers College Record The Voice of Scholarship in Education (2011) Vol. 113, Iss. 5, pp. 969-1003
Open Access | Times Cited: 206
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
Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities
Vicente M. Lechuga
Higher Education (2011) Vol. 62, Iss. 6, pp. 757-771
Closed Access | Times Cited: 182
Affiliation, Acceptance, and Belonging: The Pursuit of Interpersonal Connection
Mark R. Leary
(2010)
Closed Access | Times Cited: 176
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
Professor–Student Rapport Scale Predicts Student Outcomes
Janie H. Wilson, Rebecca G. Ryan, James L. Pugh
Teaching of Psychology (2010) Vol. 37, Iss. 4, pp. 246-251
Closed Access | Times Cited: 140
The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English
Jian‐E Peng
System (2019) Vol. 82, pp. 161-173
Closed Access | Times Cited: 126
Exploring the relationship between social presence and learners’ prestige in MOOC discussion forums using automated content analysis and social network analysis
Wenting Zou, Xiao Hu, Zilong Pan, et al.
Computers in Human Behavior (2020) Vol. 115, pp. 106582-106582
Closed Access | Times Cited: 111
Real-time motivation and engagement during a month at school: Every moment of every day for every student matters
Andrew J. Martin, Brad Papworth, Paul Ginns, et al.
Learning and Individual Differences (2015) Vol. 38, pp. 26-35
Closed Access | Times Cited: 97
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
The impact of gender and immediacy on willingness to talk and perceived learning
Kent E. Menzel, Lori J. Carrell
Communication Education (1999) Vol. 48, Iss. 1, pp. 31-40
Closed Access | Times Cited: 169
Students’ motives for communicating with their instructors
Matthew M. Martin, Scott A. Myers, Timothy P. Mottet
Communication Education (1999) Vol. 48, Iss. 2, pp. 155-164
Closed Access | Times Cited: 148
LEARNING EFFECTIVENESS ONLINE: WHAT THE RESEARCH TELLS US
Karen Swan
(2003)
Closed Access | Times Cited: 134
Teacher Self-Disclosure: Amount, Relevance, and Negativity
Jacob L. Cayanus, Matthew M. Martin
Communication Quarterly (2008) Vol. 56, Iss. 3, pp. 325-341
Closed Access | Times Cited: 128
Active Listening in Peer Interviews: The Influence of Message Paraphrasing on Perceptions of Listening Skill
Harry Weger, Gina R. Castle, Melissa C. Emmett
International Journal of Listening (2010) Vol. 24, Iss. 1, pp. 34-49
Open Access | Times Cited: 122
Statistics Anxiety and Instructor Immediacy
Amanda S. Williams
Journal of Statistics Education (2010) Vol. 18, Iss. 2, pp. 187-187
Open Access | Times Cited: 107
Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures
Angela M. Hosek, Jason Thompson
Communication Education (2009) Vol. 58, Iss. 3, pp. 327-349
Closed Access | Times Cited: 94
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