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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:

Learning with technology during emergencies: A systematic review of K‐12 education
Helen Crompton, Diane Burke, Katy Jordan, et al.
British Journal of Educational Technology (2021) Vol. 52, Iss. 4, pp. 1554-1575
Open Access | Times Cited: 107

Showing 1-25 of 107 citing articles:

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19
Ling Zhang, Richard Allen Carter, Xueqin Qian, et al.
British Journal of Educational Technology (2022) Vol. 53, Iss. 3, pp. 620-646
Open Access | Times Cited: 171
Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges
Haozhe Jiang, D. Zhu, Ritesh Chugh, et al.
Education and Information Technologies (2025)
Open Access | Times Cited: 2
Effectiveness of online and blended learning from schools: A systematic review
Keith J. Topping, Walter Douglas, Derek Robertson, et al.
Review of Education (2022) Vol. 10, Iss. 2
Open Access | Times Cited: 66
Resilience, Adaptability, and Sustainability of Higher Education: A systematic Mapping Study on the Impact of the Coronavirus (Covid-19) Pandemic and the Transition to the New Normal
Aras Bozkurt
Journal of Learning for Development (2022) Vol. 9, Iss. 1, pp. 1-16
Open Access | Times Cited: 50
Teaching Physical Fitness and Exercise Using Computer-Assisted Instruction
Manuel B. Garcia, Ahmed Mohamed Fahmy Yousef, Rui Almeida, et al.
Advances in medical education, research, and ethics (AMERE) book series (2023), pp. 177-195
Closed Access | Times Cited: 34
Evaluating Students’ Acceptance Intention of Augmented Reality in Automation Systems Using the Technology Acceptance Model
Wen‐Jye Shyr, Bo-Lin Wei, Yu-Chuan Liang
Sustainability (2024) Vol. 16, Iss. 5, pp. 2015-2015
Open Access | Times Cited: 9
Home broadband and student engagement during COVID-19 emergency remote teaching
Ciarán Mac Domhnaill, Gretta Mohan, Selina McCoy
Distance Education (2021) Vol. 42, Iss. 4, pp. 465-493
Open Access | Times Cited: 53
Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain
Simon Barlovits, Simone Jablonski, Claudia Lázaro, et al.
Education Sciences (2021) Vol. 11, Iss. 8, pp. 406-406
Open Access | Times Cited: 46
The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators’ Perceptions of the Negative Effects on Educator Stress and Student Well-Being
Catherine P. Bradshaw, Joseph M. Kush, Summer S. Braun, et al.
School Psychology Review (2023) Vol. 53, Iss. 1, pp. 82-95
Closed Access | Times Cited: 19
The educational effects of emergency remote teaching practices—The case of covid-19 school closure in Italy
Alice Bertoletti, Mara Soncin, Marta Cannistrà, et al.
PLoS ONE (2023) Vol. 18, Iss. 1, pp. e0280494-e0280494
Open Access | Times Cited: 15
The connection between distance learning profiles and achievement emotions in secondary mathematics education
Anni Sydänmaanlakka, Jokke Häsä, Marja Eliisa Holm, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access
Science Writing as an Act of Belonging
Rhyanne E. Wheat, Terra L. Weden
Springer international handbooks of education (2025), pp. 1-16
Closed Access
Immigrant-serving leaders’ perspectives on bridging home and school in crisis situations
Liv T. Dávila, Lan Kolano
Equity in Education & Society (2025)
Closed Access
Exploring the gap between students’ and teachers’ perceptions of online learning interaction
Teresa To, Diem Thi Ngoc Hoang, Linh Thủy Nguyễn, et al.
Policy Futures in Education (2025)
Closed Access
Adapting to the Changes Caused by the Pandemic to Lead Schools Effectively Author
Karen McKenzie
SSRN Electronic Journal (2025)
Closed Access
The Role of the COIL Model in Advancing SDG 1 and SDG 2: A Case Study in Jordan’s Distance Learning for Refugee Education
Reem Adnan Al Kharouf, Ali Shehadeh
Sustainable development goals series (2025), pp. 79-93
Closed Access
Model for organizing distance learning in an educational institution
Roman Vladimirovich Kamenev, О. А. Чикова, Igor Vitalievich Sartakov
Professional education in the modern world (2025) Vol. 14, Iss. 4, pp. 613-624
Closed Access
Teachers without borders: professional learning spanning social media, place, and time
Christine Greenhow, Cathy Lewin, K. Bret Staudt Willet
Learning Media and Technology (2023) Vol. 48, Iss. 4, pp. 666-684
Open Access | Times Cited: 15
Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States
Helen Crompton, Agnes Chigona, Diane Burke
TechTrends (2023)
Open Access | Times Cited: 14
Strategies for overcoming the digital divide during the COVID‐19 pandemic in higher education institutions in Ghana
Alex Kumi‐Yeboah, YangHyun Kim, Yaa Essah Armah
British Journal of Educational Technology (2023) Vol. 54, Iss. 6, pp. 1441-1462
Closed Access | Times Cited: 12
A Systematic Review of Technology-Enabled Teacher Professional Development During COVID -19 Pandemic
Lingyun Huang, Min Liang, Yuhan Xiong, et al.
Computers & Education (2024), pp. 105168-105168
Open Access | Times Cited: 4
Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education
Hibah Khalid Aladsani, Ahlam Mohammed Al-Abdullatif, Manal A. Almuhanna, et al.
Sustainability (2022) Vol. 14, Iss. 16, pp. 9931-9931
Open Access | Times Cited: 19
Parental involvement in supporting students’ digital learning
Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian Powers, et al.
Educational Psychologist (2022) Vol. 57, Iss. 4, pp. 281-294
Closed Access | Times Cited: 18
A systematic review of K–12 education responses to emergency remote teaching during the COVID-19 pandemic
Ahmed Khalaf Al Mazrooei, Samah Hatem Almaki, Mnyero Gunda, et al.
International Review of Education (2022) Vol. 68, Iss. 6, pp. 811-841
Open Access | Times Cited: 17
The impact of the digital divide on synchronous online teaching in Kazakhstan during COVID-19 school closures
Aida Amirova, Kaidar Nurumov, Rita Kaša, et al.
Frontiers in Education (2023) Vol. 7
Open Access | Times Cited: 9
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