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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:

New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic
Logan E. Gin, Danielle Pais, Kristen Parrish, et al.
Journal of Microbiology and Biology Education (2022) Vol. 23, Iss. 1
Open Access | Times Cited: 21

Showing 21 citing articles:

Evaluating augmented reality in physical education for dyslexic students from the perspectives of teachers and students
Nur Azlina Mohamed Mokmin, Regania Pasca Rassy, Darren Lim Yie
Scientific Reports (2025) Vol. 15, Iss. 1
Open Access
Aspects of online college science courses that alleviate and exacerbate undergraduate depression
Carly A. Busch, Tasneem F. Mohammed, Erika M. Nadile, et al.
PLoS ONE (2022) Vol. 17, Iss. 6, pp. e0269201-e0269201
Open Access | Times Cited: 14
Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors
Carly A. Busch, Tasneem F. Mohammed, Erika M. Nadile, et al.
CBE—Life Sciences Education (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 7
Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?
Emma C. Goodwin, Danielle Pais, Jingyi He, et al.
CBE—Life Sciences Education (2024) Vol. 23, Iss. 2
Open Access | Times Cited: 2
Supporting Students with Disabilities during the COVID-19 Pandemic: The Perspective of Disability Resource Professionals
Katherine C. Aquino, Sally S. Scott
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 5, pp. 4297-4297
Open Access | Times Cited: 6
ONLINE LEARNING AND INVISIBLE DISABILITY: EXPLORING GREEK EFL STUDENTS’ EXPERIENCES
Emmanouela V. Seiradakis
European Journal of Education Studies (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Studying online with special needs: A student perspective
Maria Öhrstedt, Annika Käck, Helena Reierstam, et al.
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 771-785
Open Access | Times Cited: 1
The Student Voice: Recommendations for Supporting the Success of Graduate Students with Disabilities in Online Courses
Sarah K. Anderson, Shannon Grave, Katherine Terras
American Journal of Distance Education (2022) Vol. 38, Iss. 1, pp. 3-23
Open Access | Times Cited: 6
REFLECTING BACK AND GOING FORWARD: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education
Graziella Pagliarulo McCarron, Aoi Yamanaka
Journal of Leadership Education (2022) Vol. 21, Iss. 4, pp. 1-20
Open Access | Times Cited: 6
Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering
Carly A. Busch, Katelyn M. Cooper, Sara E. Brownell
PLoS ONE (2023) Vol. 18, Iss. 7, pp. e0287795-e0287795
Open Access | Times Cited: 3
A Scoping Review on Online Assessment Accommodations for Students with Disabilities: Findings and Recommendations for Curricular Design in Higher Education
Anca Luştrea, Mariana Craşovan
Lecture notes in educational technology (2024), pp. 145-175
Closed Access
Opportunities and Challenges of Online Instruction and Effective Pedagogy That Blurs the Lines between Online and On-Site Teaching and Learning
Andrew Pike, Sumali Pandey, Carlos C. Goller, et al.
Journal of Microbiology and Biology Education (2022) Vol. 23, Iss. 1
Open Access | Times Cited: 3
Parent and Young Adult Perspectives About the Transition to College During the COVID-19 Pandemic
Michelle M. Ness
The Science of Diabetes Self-Management and Care (2024)
Closed Access
Teaching CS1 with a Mastery Learning Framework: Impact on Students' Learning and Engagement
Giulia Toti, Guoning Chen, Sebastian Gonzalez
(2023), pp. 540-546
Closed Access | Times Cited: 1
A comparative case study of the accommodation of students with disabilities in online and in-person degree programs
Chris Mead, Chad Price, Logan E. Gin, et al.
PLoS ONE (2023) Vol. 18, Iss. 10, pp. e0288748-e0288748
Open Access | Times Cited: 1
Facilitating Engaging Learning Practices
Lynne H. Orr, Gamin Bartle
Advances in educational technologies and instructional design book series (2023), pp. 1-24
Closed Access
Inclusive-Equity Rubric and its Evaluation of Introductory Biology Course Syllabi
Laura A. Meadows, Max Bernard, Kaela Clabaugh-Howell, et al.
College Teaching (2023) Vol. 72, Iss. 4, pp. 292-311
Closed Access
When Crisis Makes Opportunity: Inclusive Digital Learning for College Students With Special Needs in the Post Covid-19 Era
Prompilai Buasuwan, Meechai Orsuwan
International perspectives on inclusive education (2023), pp. 103-121
Closed Access
Shifting from the Discrete to the Continuum: How Are Italian Universities Facing the Challenge?
Paola Aiello, Diana Carmela Di Gennaro, Erika Marie Pace, et al.
Lecture notes in computer science (2023), pp. 173-189
Closed Access
COVID-19 and the Americans with Disabilities Act: Implications for employment and higher education
Mariana Garcia-Torres, Olivia Condon, Sarah Parker Harris, et al.
Work (2023) Vol. 77, Iss. 3, pp. 755-767
Closed Access
Design and implementation of an asynchronous online course-based undergraduate research experience (CURE) in computational genomics
Seema B. Plaisier, Danielle O. Alarid, Sara E. Brownell, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2023)
Open Access
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