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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:

An examination of the impact of COVID-19 on assessment practices in higher education
Ziene Mottiar, Greg Byrne, Geraldine Gorham, et al.
European Journal of Higher Education (2022) Vol. 14, Iss. 1, pp. 101-121
Open Access | Times Cited: 21

Showing 21 citing articles:

Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?
Jaclyn Broadbent, Rola Ajjawi, Margaret Bearman, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 18
COVID-related stressors, psychological distress and social support in Atlantic Canadian University students
Ken Fowler, Andrea Lorena Escoto-Rivera, Jacqueline Hesson, et al.
Discover Psychology (2024) Vol. 4, Iss. 1
Open Access | Times Cited: 2
Academic Integrity Crisis: Exploring Undergraduates’ Learning Motivation and Personality Traits over Five Years
Yovav Eshet
Education Sciences (2024) Vol. 14, Iss. 9, pp. 986-986
Open Access | Times Cited: 2
Reconceptualising school placement assessment in initial teacher education: a figurational perspective
Audrey Doyle, Marie Conroy Johnson, Dylan Scanlon, et al.
European Journal of Teacher Education (2024) Vol. 47, Iss. 2, pp. 305-329
Open Access | Times Cited: 1
Exploring the Impact of ICT on Higher Education Teaching During COVID-19: Identifying Barriers and Opportunities Through Advanced Text Analysis on Instructors’ Experiences
Anastasios Kyriakidis, Konstantinos Zervoudakis, Evangelia Krassadaki, et al.
Journal of the Knowledge Economy (2024)
Closed Access | Times Cited: 1
Post-Pandemic Learning Technology Developments in UK Higher Education: What Does the UCISA Evidence Tell Us?
Richard Walker, Julie Voce
Sustainability (2023) Vol. 15, Iss. 17, pp. 12831-12831
Open Access | Times Cited: 3
E-assessment during COVID-19 pandemic at a Saudi university: impact on assessment methods and course learning outcomes
Abdullah Al Mamun Bhuiyan, A. K. M. Mazharul Islam
Journal of language and cultural education (2023) Vol. 11, Iss. 3, pp. 1-11
Open Access | Times Cited: 3
Decentralized exam timetabling: A solution for conducting exams during pandemics
Atiyeh Modirkhorasani, Pooya Hoseinpour
Socio-Economic Planning Sciences (2024) Vol. 92, pp. 101802-101802
Closed Access
Navigating Online Teaching and Assessment During a Pandemic
Seema Yadav
Advances in educational technologies and instructional design book series (2024), pp. 155-180
Closed Access
Educators’ experiences in engaging and supporting business undergraduate students in an emergency remote teaching environment: Insights for enhanced teaching practises
Jim Fang, Ekaterina Pechenkina, Gerry Rayner, et al.
The International Journal of Management Education (2024) Vol. 22, Iss. 3, pp. 101051-101051
Open Access
Initial crisis leadership during COVID-19 higher education: a systematic review
Joseph Crawford, Kerryn Butler‐Henderson, Karima Lalani, et al.
Technology Pedagogy and Education (2024), pp. 1-17
Open Access
Emergency Remote Education During the COVID-19 Pandemic: Lesson Learnt from Higher Education in Bangladesh
Abdullah Al Mamun, M. Mahruf C. Shohel, Goutam Roy, et al.
Social Education Research (2024), pp. 39-55
Open Access
Collaborative use of a 3D anatomy platform to motivate and enhance anatomy learning in first‐year online medical sonography students
Michelle Fenech, Nadia Mead
Journal of Medical Radiation Sciences (2024)
Open Access
Authentic assessment in forensic science programmes: A UK-based survey of practitioners
Hilary Hamnett, Doris B. Matthews
Science & Justice (2024) Vol. 65, Iss. 1, pp. 35-42
Open Access
A Study of the Evolution of E-Assessment Practices Following the COVID-19 Pandemic in Higher Education
Laurent Moccozet, A. Casado Camacho, Andrew S. Bowman, et al.
(2024), pp. 1-8
Closed Access
Ensino remoto em tempos de COVID-19: efeitos, dificuldades, retomada e resultados; um estudo de caso com estudantes do ensino técnico
Eduardo Paulo Almeida de Sant’Anna, Maria Antunizia Gomes
Brazilian Journal of Development (2023) Vol. 9, Iss. 1, pp. 1358-1376
Open Access | Times Cited: 1
Exploring the nexus between assessment, quality and social justice: reflections on remote assessment practices
Kershree Padayachee, Mapula Matimolane
Teaching in Higher Education (2023), pp. 1-14
Closed Access | Times Cited: 1
Between short-term and medium-to-long-term responses: mapping the impact of COVID-19 on Italian universities
Giliberto Capano, Paola Coletti
European Journal of Higher Education (2023), pp. 1-21
Closed Access | Times Cited: 1
A Multi-Institutional Alternative Assessment Faculty Learning Community: Supporting Teaching in Higher Education
Lawrence R. Chen, Kyle Downey, Erin L. Whitteck
CourseSource (2023) Vol. 10
Open Access
Redesigning Assessments Post the Corona Virus Pandemic and the Age of Intelligent Technology
Pfano Mashau, Ranson Sifiso Gwala, Tshililo R. Farisani
Advances in higher education and professional development book series (2023), pp. 64-78
Closed Access
From the individual to the collective: Repositioning assessment as a social practice
Cheng-Wen Huang, Shanali Govender, Daniela Gachago
Scholarship of Teaching and Learning in the South (2023) Vol. 7, Iss. 3, pp. 99-118
Open Access
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