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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:

Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue
S Salter, T Douglas, David Kember
Educational Action Research (2016) Vol. 25, Iss. 5, pp. 790-805
Closed Access | Times Cited: 22

Showing 22 citing articles:

Asynchronous discussion forum design to support cognition: effects of rubrics and instructor prompts on learner’s critical thinking, achievement, and satisfaction
Lisa A. Giacumo, Wilhelmina Savenye
Educational Technology Research and Development (2019) Vol. 68, Iss. 1, pp. 37-66
Open Access | Times Cited: 53
The age of cyberpsychology: An overview.
Julie R. Ancis
Technology Mind and Behavior (2020) Vol. 1, Iss. 1
Open Access | Times Cited: 42
Development and Evaluation of a New Platform for Accelerating Cross-Domain Data Exchange and Cooperation
Daiji Iwasa, Teruaki Hayashi, Yukio Ohsawa
New Generation Computing (2019) Vol. 38, Iss. 1, pp. 65-96
Open Access | Times Cited: 18
RETRACTED: The effectiveness of reflective dialogue in the development of reflective thinking in rising teachers
Gulnar Kazhikenova, Енгилика Жуматаева, Мaira Kozhamzharova, et al.
Thinking Skills and Creativity (2021) Vol. 41, pp. 100902-100902
Closed Access | Times Cited: 11
An Analysis of Discussion Forum Participation and Student Learning Outcomes
Jocelyn S. Wikle, Richard E. West
International journal on e-learning (2019) Vol. 18, Iss. 2, pp. 205-228
Closed Access | Times Cited: 11
Understanding students’ ethical reasoning and fallacies through asynchronous online discussion: Lessons for teaching evaluation ethics
Amir Hedayati Mehdiabadi, Wenhao David Huang, Eunjung Oh
Journal of Moral Education (2019) Vol. 49, Iss. 4, pp. 454-475
Closed Access | Times Cited: 11
The COVID-19 Misinformation Challenge: An Asynchronous Approach to Information Literacy
Jen Bonnet, Senta Sellers
Internet Reference Services Quarterly (2019) Vol. 24, Iss. 1-2, pp. 1-8
Closed Access | Times Cited: 11
Designing Feedback Systems: Examining a Feedback Approach to Facilitation in an Online Asynchronous Professional Development Course for High School Science Teachers
Amin Marei, Susan A. Yoon, Jaeun Yoo, et al.
Systems (2021) Vol. 9, Iss. 1, pp. 10-10
Open Access | Times Cited: 10
Google docs for higher education: Evaluating online interaction and reflective writing using content analysis approach
Sharon Jia Chian Lee, Siti Nazleen Abdul Rabu
Education and Information Technologies (2021) Vol. 27, Iss. 3, pp. 3651-3681
Closed Access | Times Cited: 8
Umbrella action research projects as a mechanism for learning and teaching quality enhancement
David Kember, T Douglas, Tracey Muir, et al.
Higher Education Research & Development (2019) Vol. 38, Iss. 6, pp. 1285-1298
Closed Access | Times Cited: 8
Integrating the entrepreneurial mindset into solar energy statistical analysis and performance modeling
Lisa Bosman, Esteban A. Soto, T. Varela, et al.
Teaching Statistics (2023) Vol. 45, Iss. 2, pp. 79-84
Open Access | Times Cited: 2
Supporting digital engagement: An evaluation of the use of a Guide for effective development and facilitation of online discussion boards
T Douglas, Carey Mather, Louise Earwaker, et al.
Journal of Applied Learning & Teaching (2020) Vol. 3, Iss. Special Issue
Open Access | Times Cited: 3
Teaching Children’s Literature Online: Co-constructing Stories in a Massive Open Online Course (MOOC)
Nicola Daly, Dianne Forbes
Journal of Literary Education (2021), Iss. 4, pp. 115-132
Open Access | Times Cited: 3
Common Round: Application of Language Technologies to Large-Scale Web Debates
Hans Uszkoreit, Aleksandra Gabryszak, Leonhard Hennig, et al.
(2017), pp. 5-8
Open Access | Times Cited: 2
The influence of students’ position on argumentation learning through online and face-to-face environments
Yu‐Ren Lin
International Journal of Science Education (2022) Vol. 44, Iss. 17, pp. 2632-2657
Closed Access | Times Cited: 2
Reduced performance on examinations following untimed short assessments
Ann Blair Kennedy, Steven E. Fiester
Studies In Educational Evaluation (2020) Vol. 65, pp. 100835-100835
Closed Access | Times Cited: 1
A METACOGNITIVE INSTRUCTIONAL APPROACH AND SELF-REFLECTION: REFLECTIVE PRACTICE FROM A COMPUTER SCIENCE PERSPECTIVE
Daniel F. O. Onah, Elaine L. L. Pang, Jane Sinclair
INTED proceedings (2018) Vol. 1, pp. 9882-9888
Open Access
Exploring EFL Teachers’ Competencies in Synchronous Telecollaborative Intercultural Communication Platforms
Bin Siddiq, Z Wissam Saleh
(2018)
Closed Access
CONTEXTOS DE APRENDIZAJE PARA EL DESARROLLO DEL PENSAMIENTO REFLEXIVO EN LA EDUCACIÓN SUPERIOR
Marta Sabariego Puig, Antoni Ruiz Bueno, A Hila, et al.
Revista Panamericana de Pedagogía (2019), Iss. 28
Open Access
Tools for Activating Data Marketplace (2)
Teruaki Hayashi, Yukio Ohsawa
Understanding innovation (2022), pp. 85-142
Closed Access
Falacias y dilemas éticos: una experiencia docente aplicada a la auditoría.
Mariasol Calabor, Paloma Merello, Ana Zorio‐Grima
In-Red 2022 - VIII Congreso Nacional de Innovación Educativa y Docencia en Red (2022)
Open Access
Community-Based Dialogue and Online Peacebuilding Practice
Rachel Nolte-Laird
Springer eBooks (2021), pp. 37-67
Closed Access
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