British Journal of Educational Technology

(The TQCC of British Journal of Educational Technology is 30. The table below lists those papers that are above that threshold based on CrossRef citation counts. The publications cover those that have been published in the past four years, i.e., from 2019-06-01 to 2023-06-01.)
Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010333
Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS257
Technology acceptance model in educational context: A systematic literature review221
The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom196
Advancements and trends in digital game-based learning research: a review of publications in selected journals from 2001 to 2010162
From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking146
Using learning analytics to scale the provision of personalised feedback143
Designing online courses that effectively engage learners from diverse cultural backgrounds115
Trends of e-learning research from 2000 to 2008: Use of text mining and bibliometrics108
Massive open online courses (MOOCs): Insights and challenges from a psychological perspective106
Which students benefit most from a flipped classroom approach to language learning?92
Big Data and data science: A critical review of issues for educational research92
The efficacy of learning analytics interventions in higher education: A systematic review91
Proposing a framework to assess Internet usage in university education: an empirical investigation from a student's perspective87
Facebook as a learning tool? A case study on the appropriation of social network sites from mobile phones in developing countries86
Discriminating factors between completers of and dropouts from online learning courses85
Second Life in education: A review of publications from its launch to 201182
Technology‐mediated learning theory82
Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology79
Where is the “theory” within the field of educational technology research?79
An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory79
Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set77
Cognitive style, gender and learning from multi‐media materials in 11‐year‐old children77
Learner engagement in MOOCs: Scale development and validation75
Fifty years of British Journal of Educational Technology : A topic modeling based bibliometric perspective75
Open practices and identity: Evidence from researchers and educators' social media participation73
Students' insights on the use of video lectures in online classes71
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education68
From strategic planning to meaningful learning: diverse perspectives on the development of web-based teaching and learning in higher education67
Designing educational technologies in the age of AI: A learning sciences‐driven approach67
Learning in virtual worlds: Using communities of practice to explain how people learn from play65
Learning from web-based instructional systems and cognitive style65
Investigating the impact of teacher education strategies on preservice teachers' TPACK62
Examination of students' acceptance of and intention to use learning management systems using extended TAM61
Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology-enhanced blended learning design60
Tablet-based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self-efficacy60
Trends of mobile learning: A review of the top 100 highly cited papers59
Practical ethics for building learning analytics59
Effects of video-based flipped class instruction on subject reading motivation58
A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models58
What leads students to adopt information from Wikipedia? An empirical investigation into the role of trust and information usefulness57
The effects of m-learning on motivation, achievement and well-being: A Self-Determination Theory approach56
Effects of applying a VR‐based two‐tier test strategy to promote elementary students’ learning performance in a Geology class54
Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 201152
Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses52
Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality51
How technology shapes assessment design: Findings from a study of university teachers51
Mobile learning in higher education: A comparative analysis of developed and developing country contexts50
Artificial intelligence and multimodal data in the service of human decision‐making: A case study in debate tutoring50
Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system50
Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning49
The effect of authentic m-learning activities on student engagement and motivation49
Gamifying programming education in K‐12: A review of programming curricula in seven countries and programming games49
The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices?49
A review of using partial least square structural equation modeling in e‐learning research47
Complexity leadership in learning analytics: Drivers, challenges and opportunities47
Explanatory learner models: Why machine learning (alone) is not the answer46
Building pipelines for educational data using AI and multimodal analytics: A “grey‐box” approach46
Mobile learning and student cognition: A systematic review of PK-12 research using Bloom’s Taxonomy45
Analytics for learning design: A layered framework and tools45
Research trends in instructional design and technology journals44
Exploring the educational potential of virtual worlds-Some reflections from the SPP44
From high school to university: Impact of social networking sites on social capital in the transitions of emerging adults43
Enhancing learner-learner interaction using video communications in higher education: Implications from theorising about a new model43
Policy networks, performance metrics and platform markets: Charting the expanding data infrastructure of higher education43
Learning from games: Does collaboration help?42
Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers’ perspective41
Empowering online teachers through predictive learning analytics41
The relationships between social participatory roles and cognitive engagement levels in online discussions41
Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre‐service teachers41
Impact of student agency on learning performance and learning experience in a flipped classroom40
Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea40
Towards the successful integration of e‐learning systems in higher education in Iraq: A student perspective40
e-Authentication for online assessment: A mixed-method study40
Rethinking the flipped learning pre-class: Its influence on the success of flipped learning and related factors40
From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective40
From e-learning space to e-learning place38
Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education38
A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes38
Review of research on mobile‐assisted language learning in familiar, authentic environments38
By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities38
Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative37
The influence of flow on learning outcomes: An empirical study on the use of clickers37
Self-regulation as a function of perceived leadership and cohesion in small group online collaborative learning36
A posthumanist critique of flexible online learning and its “anytime anyplace” claims36
Social scholarship revisited: Changing scholarly practices in the age of social media35
Learning analytics and AI: Politics, pedagogy and practices35
From peripheral to full participation in a blended trade bargaining simulation35
Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality35
ICT teacher training: Evidence for multilevel evaluation from a national initiative34
Flexibility as a Key Construct in European Training: Experiences from the TeleScopia Project34
A study of the facilitation of cross‐cultural understanding and intercultural sensitivity using speech‐enabled language translation technology33
Tracing research trends of 21st‐century learning skills33
Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis33
Lifelong learning ecologies in online higher education: Students' engagement in the continuum between formal and informal learning33
The effect of subjective norms on preservice and in‐service teachers’ behavioural intentions to use technology: A multigroup multimodel study33
Research trends in self-regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 201232
An evaluation of the use of Turnitin for electronic submission and marking and as a formative feedback tool from an educator's perspective32
Videos as learning objects in MOOCs: A study of specialist and non-specialist participants' video activity in MOOCs32
Learning from Second Life32
A comparative study of digital informal learning: The effects of digital competence and technology expectancy31
University students’ emotions in virtual learning: a review of empirical research in the 21st century31
Escape from the Skinner Box: The case for contemporary intelligent learning environments31
Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?31
Learning as Making: Using 3D computer-aided design to enhance the learning of shape and space in STEM-integrated ways30
Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature30
Exploring autonomous learning capacity from a self‐regulated learning perspective using learning analytics30
Why do college students continue to use mobile learning? Learning involvement and self-determination theory30
Effects of instructor's facial expressions on students' learning with video lectures30
Exploring the intention‐behavior gap in the technology acceptance model: A mixed‐methods study in the context of foreign‐language teaching in China30
Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities30
Materials-to-develop-with: The making of a makerspace30
From reflective observation to active learning: A mobile experiential learning approach for environmental science education30