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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:

Exploring the link between self‐regulated learning and learner behaviour in a massive open online course
Renée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 4, pp. 993-1004
Open Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis
Min Young Doo, Meina Zhu, Curtis J. Bonk
Distance Education (2023) Vol. 44, Iss. 1, pp. 86-105
Closed Access | Times Cited: 26
Learning Behavior Interest Propagation Strategy of MOOCs Based on Multi Entity Knowledge Graph
Xiaona Xia, Wanxue Qi
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 13349-13377
Closed Access | Times Cited: 16
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?
Katharina Teich, Vanessa Stefanie Loock, Nikol Rummel
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1437-1455
Open Access | Times Cited: 6
Driving STEM learning effectiveness: dropout prediction and intervention in MOOCs based on one novel behavioral data analysis approach
Xiaona Xia, Wanxue Qi
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 5
Adapting Self-Regulated Learning in an Age of Generative Artificial Intelligence Chatbots
Joel Weijia Lai
Future Internet (2024) Vol. 16, Iss. 6, pp. 218-218
Open Access | Times Cited: 5
Why people do not use MOOCs: an innovation resistance perspective
Gábor Pörzse, Zsófia Kenesei
Information and Learning Sciences (2025)
Closed Access
Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample
Margarete Imhof, Debra L. Worthington, Julian Burger, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 3
Navigating the online learning journey by self-regulation: Teachers as learners
Yael Feldman-Maggor, Inbal Tuvi‐Arad, Ron Blonder
Computers & Education (2024) Vol. 219, pp. 105074-105074
Closed Access | Times Cited: 3
Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses
Uthman Alturki, Ahmed Aldraiweesh
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Aligning the Goals of Learning Analytics with its Research Scholarship
Rebecca Ferguson, Hassan Khosravi, Vitomir Kovanović, et al.
Journal of Learning Analytics (2023) Vol. 10, Iss. 2, pp. 14-50
Open Access | Times Cited: 7
Biomedical students' satisfaction with and engagement in laboratory e‐learning support are related to their self‐regulation
Cathy B. Moelans, Janine J. Geerling, Remco D. Radersma, et al.
Biochemistry and Molecular Biology Education (2024) Vol. 52, Iss. 3, pp. 262-275
Open Access | Times Cited: 2
Narrowing down dimensions of e-learning readiness in continuing vocational education — perspectives from the adult learner
Vanessa Stefanie Loock, Jens Fleischer, Anne Scheunemann, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
What I wanted and what I did: Motivation and engagement in a massive open online course
Ella Anghel, Joshua Littenberg‐Tobias, Matthias von Davier
Computers & Education (2023) Vol. 207, pp. 104929-104929
Closed Access | Times Cited: 5
Online degree programmes in nurse education—Students' perceptions and academic performance: An integrative review
Tanja Hakkarainen, Leena Salminen, Mika Alastalo, et al.
Nurse Education Today (2024) Vol. 136, pp. 106148-106148
Open Access | Times Cited: 1
Measuring self‐regulated learning in a junior high school mathematics classroom: Combining aptitude and event measures in digital learning materials
Denis Zhidkikh, Mirka Saarela, Tommi Kärkkäinen
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 1834-1851
Open Access | Times Cited: 3
Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics
Yael Sidi, Ina Blau, Tamar Shamir‐Inbal
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 6, pp. 1752-1764
Open Access | Times Cited: 5
Understanding primary students’ self-regulated vocabulary learning behaviours on a mobile app via learning analytics and their associated outcomes: a case study
Yin Yang, Yanjie Song
Journal of Computers in Education (2022) Vol. 10, Iss. 3, pp. 469-498
Closed Access | Times Cited: 5
Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students
Marcia Yaguarema, Jimmy Zambrano R., Melba Salavarría
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Improved Nuclear Reaction Heuristic Intelligence Algorithm for Online Learning in Self-Monitoring Strategy Convergence
Fengjun Liu, Yang Lu, Bin Xie, et al.
ICST Transactions on Scalable Information Systems (2024)
Open Access
Stimulation of students’ research activity in the conditions of distance education
Ninel Sizova, Hanna Bilozerska, Світлана Мудра, et al.
Journal of Education and Learning (EduLearn) (2024) Vol. 18, Iss. 3, pp. 983-992
Open Access
Advances and New Perspectives in Higher Education Quality

Frontiers research topics (2024)
Open Access
The Effect of Self-Regulated Learning and Community of Inquiry on the Online Learning Engagement of Chinese as Foreign Language Learners
Boning Lyu
Education Sciences (2024) Vol. 14, Iss. 7, pp. 691-691
Open Access
MOOC learners’ perspectives of the effects of self-regulated learning strategy intervention on their self-regulation and speaking performance
Tuong Cao Dinh, Phuong Hoang Yen
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions
Zhi Liu, Ya Gao, Ning Zhang, et al.
Current Psychology (2024) Vol. 43, Iss. 35, pp. 28147-28162
Closed Access
A Review of Learners' Self-Regulated Learning Behavior Analysis Using Log-Data Traces
Anindya Damayanti, Sri Suning Kusumawardani, Sunu Wibirama
(2023), pp. 90-95
Closed Access | Times Cited: 1
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