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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 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

Showing 1-25 of 169 citing articles:

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
A Structural Equation Model of Predictors for Effective Online Learning
Ronald B. Marks, Stanley D. Sibley, J. B. Arbaugh
Organizational Behavior Teaching Review (2005) Vol. 29, Iss. 4, pp. 531-563
Closed Access | Times Cited: 483
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
How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses
J. B. Arbaugh
Business Communication Quarterly (2001) Vol. 64, Iss. 4, pp. 42-54
Closed Access | Times Cited: 417
Pay attention!
Daniel Szafir, Bilge Mutlu
(2012), pp. 11-20
Closed Access | Times Cited: 271
The impact of Google Assistant on adolescent EFL learners’ willingness to communicate
Tzu-Yu Tai, Howard Hao-Jan Chen
Interactive Learning Environments (2020) Vol. 31, Iss. 3, pp. 1485-1502
Closed Access | Times Cited: 151
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
Managing the on-line classroom
J. B. Arbaugh
The Journal of High Technology Management Research (2002) Vol. 13, Iss. 2, pp. 203-223
Closed Access | Times Cited: 253
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
The Effect of Teacher Confirmation on Student Communication and Learning Outcomes
Alan K. Goodboy, Scott A. Myers
Communication Education (2008) Vol. 57, Iss. 2, pp. 153-179
Closed Access | Times Cited: 194
Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom
Robert J. Sidelinger, Melanie Booth‐Butterfield
Communication Education (2010) Vol. 59, Iss. 2, pp. 165-184
Closed Access | Times Cited: 164
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
Sage, guide, both, or even more? An examination of instructor activity in online MBA courses
J. B. Arbaugh
Computers & Education (2010) Vol. 55, Iss. 3, pp. 1234-1244
Closed Access | Times Cited: 130
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
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
College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes
Alan K. Goodboy, San Bolkan
Western Journal of Communication (2009) Vol. 73, Iss. 2, pp. 204-219
Closed Access | Times Cited: 100
Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation
Brandi N. Frisby, Erin Berger, Molly Burchett, et al.
Communication Education (2014) Vol. 63, Iss. 2, pp. 105-123
Closed Access | Times Cited: 92
What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom
Katelyn M. Cooper, Brian R. Haney, Anna Krieg, et al.
CBE—Life Sciences Education (2017) Vol. 16, Iss. 1, pp. ar8-ar8
Open Access | Times Cited: 86
Three Levels of Push-Pull Dynamics Among Chinese International Students’ Decision to Study Abroad in the Canadian Context
Jun Mian Chen
Journal of International Students (2017) Vol. 7, Iss. 1, pp. 113-135
Open Access | Times Cited: 68
The effects of robot-assisted language learning: A meta-analysis
Hansol Lee, Jang Ho Lee
Educational Research Review (2021) Vol. 35, pp. 100425-100425
Closed Access | Times Cited: 45
The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication
Scott A. Myers
Communication Reports (2004) Vol. 17, Iss. 2, pp. 129-137
Closed Access | Times Cited: 112
Is teacher immediacy actually related to student cognitive learning?
Jon A. Hess, Mary‐Jeanette Smythe
Communication Studies (2001), pp. 197-219
Closed Access | Times Cited: 105
Connected Classroom Climate: A Validity Study
Danette Ifert Johnson
Communication Research Reports (2009) Vol. 26, Iss. 2, pp. 146-157
Closed Access | Times Cited: 86
THE RELATIONSHIP BETWEEN TEACHER IMMEDIACY AND STUDENT MOTIVATION
Jonathan J. Velez, Jamie Cano
Journal of Agricultural Education (2008) Vol. 49, Iss. 3, pp. 76-86
Closed Access | Times Cited: 82
Communication Channel, Sex, and the Immediate and Longitudinal Outcomes of Verbal Person-centered Support
Andrew C. High, Denise Haunani Solomon
Communication Monographs (2014) Vol. 81, Iss. 4, pp. 439-468
Closed Access | Times Cited: 66
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