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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:

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis
David Evenhouse, Yonghee Lee, Edward Berger, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 20

Showing 20 citing articles:

The Impact of Immersive Learning on Teacher Effectiveness: A Systematic Study
Dipima Buragohain, Chaoqun Deng, Abhishek Sharma, et al.
IEEE Access (2024) Vol. 12, pp. 35924-35933
Open Access | Times Cited: 5
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
Learning behaviour prediction and multi-task recommendation based on a knowledge graph in MOOCs
Xiaona Xia, Wanxue Qi
Technology Pedagogy and Education (2025), pp. 1-24
Closed Access
Challenges of blended learning in higher education across global north-south: A systematic and integrative literature review
Sheriya Sareen, Sayantan Mandal
Social Sciences & Humanities Open (2024) Vol. 10, pp. 101011-101011
Open Access | Times Cited: 4
Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy
Tebogo Edwin Nkanyani, Awelani V. Mudau, Lettah Sikhosana
Eurasia Journal of Mathematics Science and Technology Education (2024) Vol. 20, Iss. 3, pp. em2413-em2413
Open Access | Times Cited: 3
The construction of knowledge graphs based on associated STEM concepts in MOOCs and its guidance for sustainable learning behaviors
Xiaona Xia, Wanxue Qi
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 20757-20794
Closed Access | Times Cited: 3
Enhancing occupational therapy education: Evaluating the impact of a STEAM-based assistive technology curriculum using Kirkpatrick’s four-level model
Chia-Hui Hung, Mei‐Hsiang Chen, Shih-Chen Fan
British Journal of Occupational Therapy (2024) Vol. 87, Iss. 8, pp. 512-523
Closed Access | Times Cited: 2
Exploring the synergy of improved convolutional neural networks and attention mechanisms for potential STEM knowledge concept recommendation in MOOCs
Xiaona Xia, Wanxue Qi
Revista de Psicodidáctica (English ed ) (2024) Vol. 29, Iss. 2, pp. 185-203
Closed Access | Times Cited: 2
The Role of Self-directed Learning in Promoting Deep Learning Processes: A Systematic Literature Review
Li Rui, Nurfaradilla Mohamad Nasri, Siti Nur Diyana Mahmud
F1000Research (2024) Vol. 13, pp. 761-761
Open Access | Times Cited: 1
Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments
Chantelle Bosch
Journal of Education and e-Learning Research (2024) Vol. 11, Iss. 2, pp. 263-271
Open Access
Tracing Knowledge States through Student Assessment in a Blended Learning Environment
Indriana Hidayah, Ebedia Hilda
Jurnal Teknik Elektro (2024) Vol. 15, Iss. 2, pp. 46-52
Open Access
Enhancing Education Through Thoughtful Integration of Large Language Models in Assigned Work
Tonia Haikal, Robert Lightfoot
(2024)
Open Access
Do Students’ Resource Usage Patterns Vary Across Institutions? Implementing a Pedagogical Innovation in an Undergraduate Engineering Course
Mohamed Aziz Dridi, Edward Berger, Jeffrey F. Rhoads
(2024), pp. 214-219
Open Access
Use of Felder Silverman Learning Style Model in Technology Enhanced Learning
M.S. Faathima Fayaza, Supunmali Ahangama
(2024), pp. 1-6
Closed Access
Explorar la sinergia entre las redes neuronales de convolución mejoradas y los mecanismos de atención recomendados por posibles conceptos de conocimiento STEM en MOOCs
Xiaona Xia, Wanxue Qi
Revista de Psicodidáctica (2024) Vol. 29, Iss. 2, pp. 185-203
Closed Access
Affordances and constraints of a blended learning course: experience of pre-service teachers in an African context
Yusuf F. Zakariya, Kazaik Benjamin Danlami, Yusuf Olayinka Shogbesan
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access
Evaluation of students’ attitudes towards blended learning
Zharkynay Yesmakhanova, Yerepbayev Nurlan, Aktolkyn Boranbayeva, et al.
South African Journal of Education (2024) Vol. 44, Iss. 4, pp. 1-9
Open Access
The effect of blended learning model in improving English foreign language learning students’ achievement
Amaria Fehaima
Global Journal of Foreign Language Teaching (2023) Vol. 13, Iss. 2, pp. 118-126
Open Access
Development of a Physics Textbook with Discovery Learning Based on the Danau Maninjau EduPark on Learning Outcomes of High School Students
Afrinaldi Tanjung, Hamdi Hamdi
Jurnal Penelitian Pembelajaran Fisika (2023) Vol. 9, Iss. 2, pp. 220-220
Open Access
Distance Learning During the COVID-19 Pandemic: An Exploratory Data Analysis on a Philippine Public Junior High School
Joseph Aristotle De Leon, Jhoanne Catindig Orillo, Andres Philip Mayol, et al.
2021 IEEE 13th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM) (2023), pp. 1-6
Closed Access
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