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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:

Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on
Michael Agyemang Adarkwah, Ronghuai Huang
British Journal of Educational Technology (2023) Vol. 54, Iss. 6, pp. 1484-1504
Closed Access | Times Cited: 12

Showing 12 citing articles:

Awareness and acceptance of ChatGPT as a generative conversational AI for transforming education by Ghanaian academics: A two-phase study
Michael Agyemang Adarkwah, Samuel Amponsah, Micheal M. van Wyk, et al.
Journal of Applied Learning & Teaching (2023) Vol. 6, Iss. 2
Open Access | Times Cited: 33
Artificial Intelligence (AI) in academic research. A multi-group analysis of students’ awareness and perceptions using gender and programme type

Journal of Applied Learning & Teaching (2024) Vol. 7, Iss. 1
Open Access | Times Cited: 12
Relationship Between Digital Nativity and Internet Addiction Among University Students in Ghana
Akosua Tachie-Menson, Harry Barton Essel, Michael Ato Essuman, et al.
F1000Research (2025) Vol. 14, pp. 139-139
Open Access
Librarians’ awareness, acceptability, and application of artificial intelligence in academic research libraries. Multigroup analysis via PLS‒SEM
Imelda Barong Edam-Agbor, Faith Sylvester Orim, Usani Joseph Ofem, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101333-101333
Open Access
Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities
Esinam Afi Kayi
British Journal of Educational Technology (2024) Vol. 55, Iss. 6, pp. 2760-2786
Closed Access | Times Cited: 3
Students’ perceptions, attitudes and utilisation of ChatGPT for academic dishonesty: Multigroup analyses via PLS‒SEM
Usani Joseph Ofem, Valentine Joseph Owan, Mary A. Iyam, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 3
Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana
Michael Agyemang Adarkwah, Jonathan Odame, Ronghuai Huang, et al.
E-Learning and Digital Media (2024)
Closed Access | Times Cited: 2
“We [teachers] first require basic technical [skills] training”: Investigating formal professional development pathways and knowledge needs of teachers for technology integration
Emmanuel Ayisi Abedi
Education and Information Technologies (2023) Vol. 29, Iss. 10, pp. 11793-11814
Closed Access | Times Cited: 4
Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana
Emmanuel Ayisi Abedi, Sarah Prestridge, David Geelan, et al.
Cambridge Journal of Education (2024) Vol. 54, Iss. 3, pp. 337-356
Open Access
The influence of foreign aid on the landscape of higher education in Ghana: a multi-stakeholder analysis
Adamu Abass, Osei Gideon Opoku, A David, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Radiating out rather than scaling up: Horizontalism and digital educational governance in Ghana
Michael Gallagher, Pete Evans, Joshua Sarpong-Duah
International Journal of Educational Development (2024) Vol. 111, pp. 103168-103168
Open Access
A 60 Years Analysis of Blended Learning: Path Towards Clarity or Obscurity in Distance Learning?
Ahmed Tlili, Boulus Shehata, Soheil Salha, et al.
(2024), pp. 245-266
Closed Access
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