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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:

Analytics of learning strategies
Wannisa Matcha, Dragan Gašević, Jelena Jovanović, et al.
(2020), pp. 151-160
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

The use and application of learning theory in learning analytics: a scoping review
Mohammad Khalil, Paul Prinsloo, Sharon Slade
Journal of Computing in Higher Education (2022) Vol. 35, Iss. 3, pp. 573-594
Closed Access | Times Cited: 36
Artificial intelligence, 21st century competences, and socio‐emotional learning in education: More than high‐risk?
Ilkka Tuomi
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 601-619
Closed Access | Times Cited: 31
A learning analytics perspective on educational escape rooms
Sonsoles López‐Pernas, Mohammed Saqr, Aldo Gordillo, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6509-6525
Open Access | Times Cited: 29
Connecting the dots – A literature review on learning analytics indicators from a learning design perspective
Atezaz Ahmad, Ján Schneider, David Griffiths, et al.
Journal of Computer Assisted Learning (2022)
Open Access | Times Cited: 28
A learning analytic approach to unveiling self-regulatory processes in learning tactics
Yizhou Fan, Saint John, Shaveen Singh, et al.
(2021), pp. 184-195
Closed Access | Times Cited: 34
A longitudinal study of interplay between student engagement and self-regulation
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
Who Did What to Succeed? Individual Differences in Which Learning Behaviors Are Linked to Achievement
Hannah Deininger, Cora Parrisius, Rosa Lavelle-Hill, et al.
(2025), pp. 771-782
Closed Access
Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review
Jhoni Cerón, Silvia Baldiris, Jairo Quintero, et al.
IEEE Access (2020) Vol. 9, pp. 511-528
Open Access | Times Cited: 26
Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course
Ken-Zen Chen, Shao-Chi Li
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100024-100024
Open Access | Times Cited: 21
Text analytics for uncovering untapped ideas at the intersection of learning design and learning analytics: Critical interpretative synthesis
Slavi Stoyanov, Paul A. Kirschner
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 3, pp. 899-920
Open Access | Times Cited: 7
A Case Study on University Student Online Learning Patterns Across Multidisciplinary Subjects
Song Yige, Eduardo Oliveira, Michael Kirley, et al.
(2024), pp. 936-942
Closed Access | Times Cited: 2
Sequence analysis and process mining perspectives to goal setting: What distinguishes business students with high and low self-efficacy beliefs?
Sami Heikkinen, Tudor Cristea, Mohammed Saqr, et al.
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing
Mohammed Saqr, Ward Peeters, Olga Viberg
Research and Practice in Technology Enhanced Learning (2021) Vol. 16, Iss. 1
Open Access | Times Cited: 17
Explaining trace‐based learner profiles with self‐reports: The added value of psychological networks
Jelena Jovanović, Dragan Gašević, Lixiang Yan, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1481-1499
Closed Access | Times Cited: 1
Decoding Student Success in Higher Education: A Comparative Study on Learning Strategies of Undergraduate and Graduate Students
Ricardo Santos, Roberto Henriques
Studia paedagogica (2024) Vol. 28, Iss. 3, pp. 59-87
Open Access | Times Cited: 1
Time-on-Task Estimation by data-driven Outlier Detection based on Learning Activities
Daniela Rotelli, Anna Monreale
(2022), pp. 336-346
Closed Access | Times Cited: 7
Learner-facing learning analytic – Feedback and motivation: A critique
Anelika Maag, Chandana Withana, Srijana Budhathoki, et al.
Learning and Motivation (2021) Vol. 77, pp. 101764-101764
Closed Access | Times Cited: 9
Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics Systems
Max van Haastrecht, Matthieu Brinkhuis, Jessica Peichl, et al.
(2023), pp. 552-558
Open Access | Times Cited: 3
The Effects of Learning Analytics on Online Self-regulated Learning: A Meta Analysis
Ben Yu, Gangyao Zhang
Educational communications and technology yearbook (2023), pp. 148-161
Closed Access | Times Cited: 2
Exploring Trait Differences in Neurofeedback Learners: A Single-session Sham-Controlled Pilot Study
Celeste Tipple, David White, Joseph Ciorciari
Research Square (Research Square) (2024)
Open Access
Navigating Self-regulated Learning Dimensions: Exploring Interactions Across Modalities
Paola Mejia-Domenzain, Tanya Nazaretsky, Simon Schultze, et al.
Lecture notes in computer science (2024), pp. 104-118
Closed Access
Egy felnőttképzési MOOC-programon részt vevők aktivitási adatainak elemzése
Róbert Csányi, Mónika Mária Lőrincz, Gyöngyvér Molnár
Információs Társadalom (2024) Vol. 24, Iss. 1, pp. 34-34
Open Access
Exploring trait differences in neurofeedback learners: a single-session sham-controlled pilot study
Celeste Tipple, David White, Joseph Ciorciari
Current Psychology (2024)
Open Access
Dropout is not always a failure! Exploration on the prior knowledge and learning behaviors of MOOC learners
Wannisa Matcha, Rusada Natthaphatwirata, Nora’ayu Ahmad Uzir, et al.
Journal of Computers in Education (2024)
Closed Access
Using Learning Analytics to Support Self-Regulated Learning in Primary Education – A Learning Design Perspective
Teija Paavilainen, Sonsoles López‐Pernas, Sanna Väisänen, et al.
Technology Knowledge and Learning (2024)
Open Access
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