Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review
Jacqueline Wong, Martine Baars, Dan Davis, et al.
International Journal of Human-Computer Interaction (2018) Vol. 35, Iss. 4-5, pp. 356-373
Open Access | Times Cited: 508

Showing 1-25 of 508 citing articles:

Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation
Madziatul Churiyah, Sholikhan Sholikhan, Filianti Filianti, et al.
International Journal of Multicultural and Multireligious Understanding (2020) Vol. 7, Iss. 6, pp. 491-491
Open Access | Times Cited: 354
Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management
Meina Zhu, Curtis J. Bonk, Min Young Doo
Educational Technology Research and Development (2020) Vol. 68, Iss. 5, pp. 2073-2093
Closed Access | Times Cited: 164
Self-regulated learning and learning analytics in online learning environments
Olga Viberg, Mohammad Khalil, Martine Baars
(2020), pp. 524-533
Closed Access | Times Cited: 141
A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support
Matthew W. L. Yeung, Alice Hoi Ying Yau
Education and Information Technologies (2021) Vol. 27, Iss. 1, pp. 181-208
Open Access | Times Cited: 127
Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions
Khe Foon Hew, Weijiao Huang, Jiahui Du, et al.
Journal of Computing in Higher Education (2022) Vol. 35, Iss. 1, pp. 40-68
Open Access | Times Cited: 116
Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective
Claudia E. Stoian, Marcela Alina Fărcașiu, Gabriel-Mugurel Dragomir, et al.
Sustainability (2022) Vol. 14, Iss. 19, pp. 12812-12812
Open Access | Times Cited: 105
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
Xiaomei Wei, Nadira Saab, Wilfried Admiraal
The Internet and Higher Education (2022) Vol. 56, pp. 100880-100880
Open Access | Times Cited: 96
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Zhihong Xu, Yingying Zhao, Jeffrey Liew, et al.
Educational Research Review (2023) Vol. 39, pp. 100510-100510
Open Access | Times Cited: 92
Supporting students’ self-regulated learning in online learning using artificial intelligence applications
Sung-Hee Jin, Kowoon Im, Mina Yoo, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 91
Temporally-focused analytics of self-regulated learning: A systematic review of literature
Saint John, Yizhou Fan, Dragan Gašević, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100060-100060
Open Access | Times Cited: 74
Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study
Davy Tsz Kit Ng, Chee Wei Tan, Jac Ka Lok Leung
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1328-1353
Open Access | Times Cited: 39
Screen‐Based Simulation in Nursing School: Help Use and Self‐Regulated Learning
Guillaume Decormeille, Thomas Geeraerts, Médéric Descoins, et al.
Applied Cognitive Psychology (2025) Vol. 39, Iss. 2
Open Access | Times Cited: 3
Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018)
Eric Araka, Elizaphan Maina, Rhoda Gitonga, et al.
Research and Practice in Technology Enhanced Learning (2020) Vol. 15, Iss. 1
Open Access | Times Cited: 137
Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs
Pedro Manuel Moreno-Marcos, Pedro J. Muñoz‐Merino, Jorge Maldonado‐Mahauad, et al.
Computers & Education (2019) Vol. 145, pp. 103728-103728
Closed Access | Times Cited: 124
Investigating the drivers and barriers to MOOCs adoption: The perspective of TAM
Ahmad Samed Al‐Adwan
Education and Information Technologies (2020) Vol. 25, Iss. 6, pp. 5771-5795
Closed Access | Times Cited: 115
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
Anique B. H. de Bruin, Julian Roelle, Shana K. Carpenter, et al.
Educational Psychology Review (2020) Vol. 32, Iss. 4, pp. 903-915
Open Access | Times Cited: 115
Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course
Jacqueline Wong, Mohammad Khalil, Martine Baars, et al.
Computers & Education (2019) Vol. 140, pp. 103595-103595
Open Access | Times Cited: 113
Self-regulation of learning and MOOC retention
Charo Repáraz Abaitua, Maite Aznárez‐Sanado, Guillermo Mendoza
Computers in Human Behavior (2020) Vol. 111, pp. 106423-106423
Closed Access | Times Cited: 112
Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments
Md Abdullah Al Mamun, Gwendolyn Lawrie, Tony Wright
Computers & Education (2021) Vol. 178, pp. 104398-104398
Closed Access | Times Cited: 98
Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance
Ayça Çebi, Tolga Güyer
Education and Information Technologies (2020) Vol. 25, Iss. 5, pp. 3975-3993
Closed Access | Times Cited: 75
Effects of self-regulated learning prompts in a flipped history classroom
David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al.
Computers in Human Behavior (2020) Vol. 108, pp. 106318-106318
Open Access | Times Cited: 74
Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading
Huiyong Li, Rwitajit Majumdar, Mei‐Rong Alice Chen, et al.
Computers & Education (2021) Vol. 171, pp. 104239-104239
Closed Access | Times Cited: 73
The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning
Martha Leticia Gaeta González, Laura Gaeta, María del Socorro Rodríguez Guardado
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 69
Facilitating goal setting and planning to enhance online self-regulation of learning
Jacqueline Wong, Martine Baars, Min He, et al.
Computers in Human Behavior (2021) Vol. 124, pp. 106913-106913
Open Access | Times Cited: 66
A Systematic Literature Review on the Effectiveness of Distance Learning: Problems, Opportunities, Challenges, and Predictions
Imam Kusmaryono, Jupriyanto Jupriyanto, Widya Kusumaningsih
International Journal of Education (2021) Vol. 14, Iss. 1, pp. 62-69
Open Access | Times Cited: 61
Page 1 - Next Page

Scroll to top