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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:

COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators
André Müller, Charlene Enhui Goh, Li Zhen Lim, et al.
Education Sciences (2021) Vol. 11, Iss. 1, pp. 19-19
Open Access | Times Cited: 220

Showing 1-25 of 220 citing articles:

Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study
Desireé Cranfield, Andrea Tick, Isabella M. Venter, et al.
Education Sciences (2021) Vol. 11, Iss. 8, pp. 403-403
Open Access | Times Cited: 151
Student's perspective on distance learning during COVID-19 pandemic: A case study of Western Michigan University, United States
Wassnaa Al-Mawee, Keneth Morgan Kwayu, Tasnim Gharaibeh
International Journal of Educational Research Open (2021) Vol. 2, pp. 100080-100080
Open Access | Times Cited: 110
Impact of the COVID-19 pandemic on online learning in higher education: a bibliometric analysis
Aleksander Aristovnik, Konstantinos Karampelas, Lan Umek, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 47
Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review
Thomas Mason Lim, Melor Md Yunus
Sustainability (2021) Vol. 13, Iss. 11, pp. 6436-6436
Open Access | Times Cited: 90
Facing COVID-19 Challenges: 1st-Year Students’ Experience with the Romanian Hybrid Higher Educational System
Sabina Potra, Adrian Pugna, Mădălin-Dorin Pop, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 6, pp. 3058-3058
Open Access | Times Cited: 74
Academic Self-Perception and Course Satisfaction among University Students Taking Virtual Classes during the COVID-19 Pandemic in the Kingdom of Saudi-Arabia (KSA)
Sehar-un-Nisa Hassan, Fahad D. Algahtani, Rafat Zrieq, et al.
Education Sciences (2021) Vol. 11, Iss. 3, pp. 134-134
Open Access | Times Cited: 60
The emergency (crisis) e-learning as a challenge for teachers in Poland
Łukasz Tomczyk, Christopher Walker
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 6847-6877
Open Access | Times Cited: 60
Online Learning and COVID-19 in Higher Education: The Value of IT Models in Assessing Students’ Satisfaction
Siti Norbaya Azizan, Angela Lee, Glenda Crosling, et al.
International Journal of Emerging Technologies in Learning (iJET) (2022) Vol. 17, Iss. 03, pp. 245-278
Open Access | Times Cited: 37
B-Learning and Technology: Enablers for University Education Resilience. An Experience Case under COVID-19 in Spain
Luis Manuel Sánchez Ruiz, Santiago Moll-López, J.-A. Moraño, et al.
Sustainability (2021) Vol. 13, Iss. 6, pp. 3532-3532
Open Access | Times Cited: 53
Resilience in Higher Education: A Complex Perspective to Lecturers’ Adaptive Processes in Response to the COVID-19 Pandemic
Fabio Bento, Andréa Giglio Bottino, Felipe Cerchiareto Pereira, et al.
Education Sciences (2021) Vol. 11, Iss. 9, pp. 492-492
Open Access | Times Cited: 52
Higher Education in India in the Time of Pandemic, Sans a Learning Management System
Sudipta Roy, Shannon Brown
AERA Open (2022) Vol. 8, pp. 233285842110695-233285842110695
Open Access | Times Cited: 29
Organizational culture and affective commitment to e-learning’ changes during COVID-19 pandemic: The underlying effects of readiness for change
Mohamed Haffar, Wafi Al‐Karaghouli, Ramdane Djebarni, et al.
Journal of Business Research (2022) Vol. 155, pp. 113396-113396
Open Access | Times Cited: 28
The Relationship Among Expectancy Belief, Course Satisfaction, Learning Effectiveness, and Continuance Intention in Online Courses of Vocational-Technical Teachers College Students
Jian‐Hong Ye, Yi-Sang Lee, Zhen He
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 27
Digital technology adaptation and initiatives: a systematic review of teaching and learning during COVID-19
Xue Zhou, Christopher J. Smith, Hosam Al‐Samarraie
Journal of Computing in Higher Education (2023) Vol. 36, Iss. 3, pp. 813-834
Open Access | Times Cited: 20
Digital competence for emergency remote teaching in higher education: understanding the present and anticipating the future
Henry Cook, Tiffani Apps, Karley Beckman, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 1, pp. 7-32
Open Access | Times Cited: 17
Cambio de modalidad presencial a virtual durante el confinamiento por Covid-19: percepciones del alumnado universitario
María de la O Casero Béjar, María del Mar Sánchez Vera
RIED Revista Iberoamericana de Educación a Distancia (2021) Vol. 25, Iss. 1
Open Access | Times Cited: 38
E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study
Humayun Kabir, Md. Kamrul Hasan, Dipak Kumar Mitra
Annals of Medicine (2021) Vol. 53, Iss. 1, pp. 2305-2314
Open Access | Times Cited: 34
Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages
Alla Belousova, Yuliya Mochalova, Yulya Tushnova
Education Sciences (2022) Vol. 12, Iss. 1, pp. 46-46
Open Access | Times Cited: 26
Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

Pegem Journal of Education and Instruction (2022) Vol. 12, Iss. 2
Open Access | Times Cited: 26
Rethinking Education in the Age of AI: The Importance of Developing Durable Skills in the Industry 4.0
James Hutson, Jason Ceballos
Journal of Information Economics (2023) Vol. 1, Iss. 2, pp. 26-35
Open Access | Times Cited: 13
Human resource profiling for post-pandemic curriculum reconfiguration in higher education
Jason V. Chavez, Jo Mark Libre, Marti W. Gregorio, et al.
Journal of Infrastructure Policy and Development (2023) Vol. 7, Iss. 2, pp. 1975-1975
Open Access | Times Cited: 12
STEM Students’ Perceptions on Emergency Online Learning during the COVID-19 Pandemic: Challenges and Successes
Jodye I. Selco, Mariam Habbak
Education Sciences (2021) Vol. 11, Iss. 12, pp. 799-799
Open Access | Times Cited: 29
Perceived e-learning stress as an independent predictor of e-learning readiness: Results from a nationwide survey in Bangladesh
Humayun Kabir, Sarker Mohammad Nasrullah, Md. Kamrul Hasan, et al.
PLoS ONE (2021) Vol. 16, Iss. 10, pp. e0259281-e0259281
Open Access | Times Cited: 28
Understanding the foremost challenges in the transition to online teaching and learning during COVID-19 pandemic: A systematic literature review
Wahid B. Hamad
Journal of Educational Technology and Online Learning (2022) Vol. 5, Iss. 2, pp. 393-410
Open Access | Times Cited: 20
A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support
Tomas Kaqinari, Elena Makarova, Jacques Audran, et al.
Education Sciences (2022) Vol. 12, Iss. 9, pp. 607-607
Open Access | Times Cited: 20
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