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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:

Analytics of Learning Strategies
Wannisa Matcha, Dragan Gašević, Nora’ayu Ahmad Uzir, et al.
(2019), pp. 461-470
Closed Access | Times Cited: 111

Showing 1-25 of 111 citing articles:

Learning analytics in European higher education—Trends and barriers
Yi‐Shan Tsai, Diego Rates, Pedro Manuel Moreno-Marcos, et al.
Computers & Education (2020) Vol. 155, pp. 103933-103933
Open Access | Times Cited: 143
Self-regulated learning and learning analytics in online learning environments
Olga Viberg, Mohammad Khalil, Martine Baars
(2020), pp. 524-533
Closed Access | Times Cited: 141
Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study
Dimitrios Tzimas, Stavros Demetriadis
Education Sciences (2024) Vol. 14, Iss. 1, pp. 92-92
Open Access | Times Cited: 15
Analytics of time management strategies in a flipped classroom
Nora’ayu Ahmad Uzir, Dragan Gašević, Wannisa Matcha, et al.
Journal of Computer Assisted Learning (2019) Vol. 36, Iss. 1, pp. 70-88
Open Access | Times Cited: 113
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success
Jelena Jovanović, Mohammed Saqr, Srécko Joksimovíc, et al.
Computers & Education (2021) Vol. 172, pp. 104251-104251
Open Access | Times Cited: 84
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses
Lisa-Angelique Lim, Shane Dawson, Dragan Gašević, et al.
Assessment & Evaluation in Higher Education (2020) Vol. 46, Iss. 3, pp. 339-359
Open Access | Times Cited: 79
Combining analytic methods to unlock sequential and temporal patterns of self-regulated learning
Saint John, Dragan Gašević, Wannisa Matcha, et al.
(2020), pp. 402-411
Closed Access | Times Cited: 70
Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning
Yizhou Fan, Wannisa Matcha, Nora’ayu Ahmad Uzir, et al.
International Journal of Artificial Intelligence in Education (2021) Vol. 31, Iss. 4, pp. 980-1021
Open Access | Times Cited: 67
How Does Learning Analytics Contribute to Prevent Students’ Dropout in Higher Education: A Systematic Literature Review
Catarina Oliveira, Sónia Rolland Sobral, Maria João Ferreira, et al.
Big Data and Cognitive Computing (2021) Vol. 5, Iss. 4, pp. 64-64
Open Access | Times Cited: 65
The longitudinal trajectories of online engagement over a full program
Mohammed Saqr, Sonsoles López‐Pernas
Computers & Education (2021) Vol. 175, pp. 104325-104325
Open Access | Times Cited: 62
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 3059-3088
Open Access | Times Cited: 55
The temporal dynamics of online problem-based learning: Why and when sequence matters
Mohammed Saqr, Sonsoles López‐Pernas
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 1, pp. 11-37
Open Access | Times Cited: 29
Informative Feedback and Explainable AI-Based Recommendations to Support Students’ Self-regulation
Muhammad Afzaal, Aayesha Zia, Jalal Nouri, et al.
Technology Knowledge and Learning (2023) Vol. 29, Iss. 1, pp. 331-354
Open Access | Times Cited: 22
Emerging technologies in higher education assessment and feedback practices: A systematic literature review
Ruchi Sembey, Rashina Hoda, John Grundy
Journal of Systems and Software (2024) Vol. 211, pp. 111988-111988
Open Access | Times Cited: 10
Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning
Mathias Mejeh, Livia Sarbach, Tina Hascher
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 1-43
Open Access | Times Cited: 10
Trace-SRL: A Framework for Analysis of Microlevel Processes of Self-Regulated Learning From Trace Data
Saint John, Alexander Whitelock‐Wainwright, Dragan Gašević, et al.
IEEE Transactions on Learning Technologies (2020) Vol. 13, Iss. 4, pp. 861-877
Closed Access | Times Cited: 68
Analytics of Learning Strategies: Role of Course Design and Delivery Modality
Wannisa Matcha, Dragan Gašević, Nora’ayu Ahmad Uzir, et al.
Journal of Learning Analytics (2020) Vol. 7, Iss. 2, pp. 45-71
Open Access | Times Cited: 61
Analytics of time management and learning strategies for effective online learning in blended environments
Nora’ayu Ahmad Uzir, Dragan Gašević, Jelena Jovanović, et al.
(2020), pp. 392-401
Closed Access | Times Cited: 58
Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study
Mustafa Çevikbaş, Gabriele Kaiser
Sustainability (2022) Vol. 14, Iss. 18, pp. 11393-11393
Open Access | Times Cited: 34
Effects of Internal and External Conditions on Strategies of Self-regulated Learning: A Learning Analytics Study
Namrata Srivastava, Yizhou Fan, Mladen Raković, et al.
(2022)
Open Access | Times Cited: 29
Dissecting learning tactics in MOOC using ordered network analysis
Yizhou Fan, Yuanru Tan, Mladen Raković, et al.
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 1, pp. 154-166
Open Access | Times Cited: 29
Intelligent techniques in e-learning: a literature review
Miloš Ilić, Vladimir Mikić, Lazar Kopanja, et al.
Artificial Intelligence Review (2023) Vol. 56, Iss. 12, pp. 14907-14953
Open Access | Times Cited: 17
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
Daryn A. Dever, Nathan A. Sonnenfeld, Megan Wiedbusch, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 659-691
Closed Access | Times Cited: 16
A step toward effective language learning: an insight into the impacts of feedback-supported tasks and peer-work activities on learners’ engagement, self-esteem, and language growth
Ali Ramadan Elbaioumi Shaddad, Biruk Jember
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 6
Towards Accurate and Fair Prediction of College Success: Evaluating Different Sources of Student Data.
Renzhe Yu, Qiujie Li, Christian Fischer, et al.
Educational Data Mining (2020)
Closed Access | Times Cited: 47
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