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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:

Online Versus Offline Peer Feedback in Higher Education: A Meta-Analysis
Mirella V. Jongsma, Danny J. Scholten, Jacqueline E. van Muijlwijk‐Koezen, et al.
Journal of Educational Computing Research (2022) Vol. 61, Iss. 2, pp. 329-354
Open Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality
Omid Noroozi, Seyyed Kazem Banihashem, H.J.A. Biemans, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12757-12784
Open Access | Times Cited: 43
The Power of Peer Review
Asma Khaleel Abdallah, Mona Humaid Aljanahi, Hissah Abdulrahman Almejalli
Advances in educational technologies and instructional design book series (2024), pp. 232-247
Closed Access | Times Cited: 9
Online Peer Feedback Versus Online Teacher Feedback? Effect of Online Feedback on Students’ Self-Regulated Learning
Mücahit Öztürk, Erkan Yüce, Pınar Mıhçı Türker
Technology Knowledge and Learning (2025)
Open Access | Times Cited: 1
A systematic review of the key components of online peer feedback practices in higher education
Xingshi Gao, Omid Noroozi, J.T.M. Gulikers, et al.
Educational Research Review (2023) Vol. 42, pp. 100588-100588
Open Access | Times Cited: 22
Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher Education: A Review
Keith J. Topping
Education Sciences (2023) Vol. 13, Iss. 4, pp. 326-326
Open Access | Times Cited: 16
Development of a laboratory-based learning model via digital platform environment
Van-Phuong Dao, Trung-Kien Nguyen, Van-Phong Bui, et al.
Frontiers in Education (2025) Vol. 9
Open Access
The Impacts of Intelligent Feedback on Learning Achievements and Learning Perceptions in Inquiry-Based Science Learning: A Meta-Analysis of Studies from 2013 to 2023
Lanqin Zheng, Z. Shi, Zhaolin Fu, et al.
Journal of Science Education and Technology (2025)
Closed Access
What kind of matching groups makes students benefit more? The role of reviewer expertise and document quality within-groups
Zheng Zong, Christian D. Schunn
Acta Psychologica (2025) Vol. 254, pp. 104825-104825
Closed Access
Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective
Biao Xu, Norsafinar Rahim
Learning and Motivation (2025) Vol. 90, pp. 102126-102126
Closed Access
The relationship between boredom and second language achievement: A multilevel meta-analysis
Fangwei Huang, Haijing Zhang
Studies in Second Language Acquisition (2025), pp. 1-24
Closed Access
Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities
Tom Gorham, Rwitajit Majumdar, Hiroaki Ogata
Studies In Educational Evaluation (2024) Vol. 81, pp. 101352-101352
Closed Access | Times Cited: 3
Peer effects on learning behaviors in synchronous online education: Evidence from a Chinese research university
Liping Ma, Wei Ha, Yulian Cao
China Economic Review (2024) Vol. 86, pp. 102206-102206
Closed Access | Times Cited: 3
Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education
Tipaya Peungcharoenkun, Budi Waluyo
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 3
Perceived teachers’ enthusiasm and willingness to communicate in the online class: The mediating role of learning enjoyment and group interaction for Chinese as a second language
Haijing Zhang, Fangwei Huang
Language Teaching Research (2023)
Closed Access | Times Cited: 8
Can reflective interventions improve students’ academic achievement? A meta-analysis
Na Zhai, Yong Huang, Xiaomei Ma, et al.
Thinking Skills and Creativity (2023) Vol. 49, pp. 101373-101373
Closed Access | Times Cited: 7
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring
Emmeline Byl, Keith J. Topping
Studies In Educational Evaluation (2023) Vol. 79, pp. 101304-101304
Open Access | Times Cited: 7
Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand
Budi Waluyo, Benjamin Panmei
Journal of Technology and Science Education (2024) Vol. 14, Iss. 2, pp. 306-306
Open Access | Times Cited: 2
Designing effective peer assessment processes in higher education: a systematic review
Paul Fleckney, James Thompson, Paulo Vaz‐Serra
Higher Education Research & Development (2024), pp. 1-16
Open Access | Times Cited: 2
The use of mobile instant messaging for peer feedback in online assessments for learning
Stephen A. Coetzee, Astrid Schmulian, Cecile Janse van Rensburg
Accounting Education (2023) Vol. 32, Iss. 5, pp. 563-577
Closed Access | Times Cited: 5
How does peer feedback impact academic performance? An empirical investigation in an undergraduate business context
Sharon Lehane, Tom O’ Mahony
European Journal of Higher Education (2024), pp. 1-19
Closed Access | Times Cited: 1
Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research
Yingchun Liu, Guangqiang Xu, Shuo Yuan, et al.
Studies In Educational Evaluation (2024) Vol. 83, pp. 101423-101423
Closed Access | Times Cited: 1
Enhancing trust, safety and quality: exploring the role of dialogue in peer feedback on professional competencies
Mirella V. Jongsma, Danny J. Scholten, Jorick Houtkamp, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Online Peer Feedback via Moodle Forum: Implications for Longitudinal Feedback Design and Feedback Quality
Qin Xie, Zhang Chang
Computers & Education (2024), pp. 105167-105167
Closed Access
Transnational higher education in STEM: challenges and solutions in the eras of pre-mid-post pandemic
Sadia Afreen, Rupali S. Bhamare
Discover Education (2024) Vol. 3, Iss. 1
Open Access
Friendship or feedback? – Relations between computer science students’ goals, technology acceptance, use of an online peer feedback tool, and learning
Tuğçe Özbek, Martin Daumiller, Aida Roshany-Tabrizi, et al.
Computers in Human Behavior Reports (2024) Vol. 16, pp. 100540-100540
Open Access
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