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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:

Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions
Larisa Olesova, Margaret Slavin, Jieun Lim
Online Learning (2016) Vol. 20, Iss. 4
Open Access | Times Cited: 38

Showing 1-25 of 38 citing articles:

A systematic review of research on online teaching and learning from 2009 to 2018
Florence Martin, Ting Sun, Carl D. Westine
Computers & Education (2020) Vol. 159, pp. 104009-104009
Open Access | Times Cited: 437
Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments
Janet Mannheimer Zydney, Zachary B. Warner, Lauren Angelone
Computers & Education (2019) Vol. 143, pp. 103678-103678
Closed Access | Times Cited: 91
Critical thinking in the community of inquiry framework: An analysis of the theoretical model and cognitive presence coding schemes
Éva Kaczkó, Annette Ostendorf
Computers & Education (2022) Vol. 193, pp. 104662-104662
Open Access | Times Cited: 40
A Systematic Review of Asynchronous Online Discussions in Online Higher Education
Sarah Fehrman, Sunnie Lee Watson
American Journal of Distance Education (2020) Vol. 35, Iss. 3, pp. 200-213
Closed Access | Times Cited: 53
Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019
Ayesha Sadaf, Tong Wu, Florence Martin
Computers and Education Open (2021) Vol. 2, pp. 100050-100050
Open Access | Times Cited: 48
Impact of role assignment and group size on asynchronous online discussion: An experimental study
Heng Luo, Ying Chen, Tianjiao Chen, et al.
Computers & Education (2022) Vol. 192, pp. 104658-104658
Open Access | Times Cited: 31
What if online students take on the responsibility: Students’ cognitive presence and peer facilitation techniques
Ye Chen, Jing Lei, Jiaming Cheng
Online Learning (2019) Vol. 23, Iss. 1
Open Access | Times Cited: 51
Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners’ cognitive presence and learning achievements
Zhi Liu, Xi Kong, Sannyuya Liu, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8265-8288
Open Access | Times Cited: 23
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion
Qinna Feng, Wenhao Li, Xueping Zhu, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
Factors underlying the perceived importance of online student engagement strategies
Doris U. Bolliger, Florence Martin
Journal of Applied Research in Higher Education (2020) Vol. 13, Iss. 2, pp. 404-419
Closed Access | Times Cited: 30
Cognitive presence in learner–content interaction process: The role of scaffolding in online self-regulated learning environments
Md Abdullah Al Mamun, Gwendolyn Lawrie
Journal of Computers in Education (2023) Vol. 11, Iss. 3, pp. 791-821
Open Access | Times Cited: 9
Combined Online-Discussion as a Tool for Formation of Future Engineers’ Reflexion under Conditions of Education Digitalization.
S. A. Mikheev
Vysshee Obrazovanie v Rossii = Higher Education in Russia (2024) Vol. 33, Iss. 1, pp. 106-127
Open Access | Times Cited: 3
Digital Storytelling Project as a Way to Engage Students in Twenty-First Century Skills Learning
Aleksandra Lazareva, Gibrán Cruz‐Martínez
International Studies Perspectives (2020) Vol. 22, Iss. 4, pp. 383-406
Open Access | Times Cited: 20
Resource based learning design thinking (RBLDT): A model to improve students’ creative thinking skills, concept gaining, and digital literacy
Dominggus Rumahlatu, Kristin Sangur, Martha M. Berhitu, et al.
Cypriot Journal of Educational Sciences (2021) Vol. 16, Iss. 1, pp. 288-302
Open Access | Times Cited: 17
Flexible learning spaces as an arena for developing professional digital competence through small group collaboration
Aleksandra Lazareva, Cathrine Tømte
Teachers and Teaching (2024) Vol. 30, Iss. 4, pp. 489-508
Open Access | Times Cited: 1
Navigating assigned roles for asynchronous online discussions: Examining participants’ orientation using conversation analysis
Amber N. Warren
Online Learning (2018) Vol. 22, Iss. 4
Open Access | Times Cited: 11
How Group Size and Structure of Online Discussion Forums Influence Student Engagement and Learning
Naren B. Peddibhotla, Arpan Jani
Journal of Educational Technology Systems (2019) Vol. 48, Iss. 2, pp. 225-254
Closed Access | Times Cited: 9
Cognitive relations in online learning: Change of cognitive presence and participation in online discussions based on cognitive style
Sezan Sezgin
Participatory Educational Research (2020) Vol. 8, Iss. 1, pp. 344-361
Open Access | Times Cited: 7
Comparing Delivery Methods of an Introductory Nutrition Course Using the Community of Inquiry
M. Elizabeth Miller, Kelsie Newton, Sherry Stover, et al.
Journal of Nutrition Education and Behavior (2019) Vol. 52, Iss. 4, pp. 401-406
Closed Access | Times Cited: 6
Photo-Based Protocols to Support Community of Inquiry in Online Discussions
Aimee deNoyelles, Janet Mannheimer Zydney, Jacqueline Roberts
TechTrends (2024) Vol. 68, Iss. 2, pp. 307-316
Closed Access
The Influence of Online Discussions on the Formation of Argumentation skills in Future Engineers
S. A. Mikheev
Education & Self Development (2024) Vol. 19, Iss. 2, pp. 100-115
Open Access
Innovative Practices in Online Discussion
Dianne Forbes, Nicola Daly, Liang Li
Springer briefs in education (2024), pp. 61-74
Closed Access
A Systematic Review of Online Teaching Methods in Higher Education
R. Robinson, Amber Benedict, Amy M. Papacek, et al.
Journal of Higher Education Theory and Practice (2024) Vol. 24, Iss. 8
Open Access
Improving AOD participation and interaction: the combined effects of role assignment and time-frame design
M. Wang, Yumu Li, Ling Jiang, et al.
Heliyon (2024) Vol. 10, Iss. 19, pp. e38359-e38359
Open Access
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