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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:

Towards Quality Digital Learning: Lessons Learned during COVID-19 and Recommended Actions—The Teachers’ Perspective
Tiziana Guzzo, Stefano Boffo, Fernando Ferri, et al.
Sustainability (2022) Vol. 14, Iss. 14, pp. 8438-8438
Open Access | Times Cited: 13

Showing 13 citing articles:

Having it both ways: learning communication skills in face-to-face and online environments
Marja Eklund, Pekka Isotalus
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 3
Educational System Resilience during the COVID-19 Pandemic—Review and Perspective
Noof AlQashouti, Mohammed Yaqot, Robert E. Franzoi, et al.
Education Sciences (2023) Vol. 13, Iss. 9, pp. 902-902
Open Access | Times Cited: 8
The Impact of COVID-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review
Γεώργιος Λαμπρόπουλος, Wilfried Admiraal
International Journal on Studies in Education (2023) Vol. 5, Iss. 4, pp. 348-440
Open Access | Times Cited: 7
Analysis of the Digital Educational Scenario in Italian High Schools during the Pandemic: Challenges and Emerging Tools
Tiziana Guzzo, Maria Chiara Caschera, Fernando Ferri, et al.
Sustainability (2023) Vol. 15, Iss. 2, pp. 1426-1426
Open Access | Times Cited: 6
Lessons Learned during COVID-19 and Future Perspectives for Emerging Technology
Tiziana Guzzo, Fernando Ferri, Patrizia Grifoni
Sustainability (2023) Vol. 15, Iss. 14, pp. 10747-10747
Open Access | Times Cited: 5
The effects of the COVID-19 pandemic on Italian primary school children’s learning: A systematic review through a psycho-social lens
Eugenio Trotta, Gianluigi Serio, Lucia Monacis, et al.
PLoS ONE (2024) Vol. 19, Iss. 6, pp. e0303991-e0303991
Open Access | Times Cited: 1
Subjective Wellbeing and Work Performance among Teachers in Hong Kong during the COVID-19 Pandemic: Does Autonomy Support Moderate Their Relationship?
Ka Po Wong, Siu Shing Man, Alan H. S. Chan
Sustainability (2022) Vol. 14, Iss. 19, pp. 12092-12092
Open Access | Times Cited: 7
Creating a digital culture of care: COVID-19 and digital teaching
Megan Adams, Sanjuana Rodríguez, Karla Ramírez
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 2
Perceived functional resilience in schools according to key stakeholders
Arielle Kaim, Maya Siman‐Tov, Shahar Lev‐Ari, et al.
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access
Reflective Study on the Shift of Teachers’ Perception Towards ICT Integration in English Teaching
Wiwin Heryani, Senowarsito Senowarsito, Siti Nuraini
Futurity Education (2024), pp. 42-58
Open Access
Crafting a blueprint for enhancing emotional well-being in special education post-pandemic: A fuzzy Delphi approach
Mohd Ridhuan Mohd Jamil, Nadzimah Idris, Nor’aini Aris, et al.
International Journal of ADVANCED AND APPLIED SCIENCES (2024) Vol. 11, Iss. 11, pp. 99-111
Open Access
Science Teaching and Learning Through Digital Education: A Systematic Literature Review
Norlia Mat Nor, Lilia Halim
International Journal of Academic Research in Progressive Education and Development (2023) Vol. 12, Iss. 3
Open Access
Outdoor education during the Covid-19 crisis: an analysis of the situation in the Czech Republic
Roman Kroufek, Vlastimil Chytrý, Karel Nepraš, et al.
EduPort (2022) Vol. 6, Iss. 2, pp. 69-79
Open Access
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