OOIR: Observatory of International Research

Papers

(The median citation count of Distance Education is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-10-01 to 2025-10-01.)

Article	Citations
Beyond design: The systemic nature of distance delivery mode selection	47
Effects of personal and instructor goals on MOOC continuance intention	44
Exploring instructors’ cultural presence in online course design and delivery	43
From open access to open science—Open education in transition	31
Addressing the challenging elements of distance education	29
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	26
Toward building a fair peer recommender to support help-seeking in online learning	21
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	20
The online PhD dropout: narratives and meanings of withdrawal	19
Connecting learners to learning at a distance	19
Learning at a distance: recognising remote tutoring as a career	18
Promoting potential through purposeful inclusive assessment for distance learners	15
A synergistic framework for curricular flexibility in online collaborative learning	15
Photos from home: Integrating lived experience in a remote-learning environment	13
Universal design in online education: A systematic review	13
Mapping racial justice to online teacher education	13
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	13
Pre-service teachers’ adaptability to blended teaching and its predictors	13
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	12
Systemic considerations to support distance education environments	11
Examining online university classrooms through emotion work and feeling currencies	11
Do online teaching and social presences contribute to motivational growth?	11
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	11
Explaining technical, social, and discursive participation in online mathematical discussions	11
Teachers’ motivating styles and students’ agentic engagement in online learning	10

Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	10
Inclusive online and distance education for learners with dis/abilities	10
Developing an agentic engagement scale in a self-paced MOOC	10
Characterization of approaches to online teaching in distance education courses	9
Leveraging technology for animal anatomy practicals	9
The open master: A new model of transnational higher education	8
Reimagining and reengineering education systems for the post-COVID-19 era	8
Design principles for holistic student formation in online programs	8
The effects of politeness in shaping discourse in online debates	7
Temporal-spatial and pedagogical flexibility in distance education	7
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	7
Examining online teaching practices in a K-12 setting	7
Identifying accessibility factors affecting learner inclusion in online university programs	6
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	6
Silver linings for learning in the aftermath of the COVID-19 pandemic	6
A systems perspective on data and analytics for distance education	6
Exploring differences between students’ interactions, online presence, and cognitive presence	6
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	6
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	6
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	6
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	6
Enhanced learning engagement through teaching presence in online distance education	6
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	5
Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design	5
The effectiveness of nudging key learning resources to support online engagement in higher education courses	5
Leveraging explainability for discussion forum classification: Using confusion detection as an example	5
Understanding the role of online teaching assistants in student engagement	5
Implementing distance learning design approaches: lessons from six impact narratives	5
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	5
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	4
Fostering a sense of belonging through online qualification events	4
Threats and tensions for open, flexible, and distance learning post-COVID-19	4
Examining gains and pains of a new virtual internship design	4
Are we close(d)? Debating the openness paradox in science	4
Introducing mesocredentials: Connecting MOOC achievement with academic credit	4
In defense of expertise—Teachers, teaching, and teaching design	4
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	4
What contributed to students’ online learning satisfaction during the pandemic?	4
Beyond the virtual classroom: integrating artificial intelligence in online learning	4
Investigating students’ experience of online/distance education with photovoice during COVID-19	4
Advising college students with dis/abilities in online learning	4
Strategies to promote self-regulated learning for online diverse students	4
Students with mental health (dis)Abilities’ storied experiences within distance education	4
Effects of online teaching presence on students’ cognitive conflict and engagement	4
Interaction in online postgraduate learning: what makes a good forum?	4
Conceptualising distance doctoral study after COVID-19: are we post-distance now?	4
Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design	3
Decolonizing online learning: a reflective approach to equitable pedagogies	3
Practical learning in hybrid environments: Can remote learning be active, authentic, and real?	3
Fifty years of open education policy and practice in Australia	3

A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	3
Home broadband and student engagement during COVID-19 emergency remote teaching	3
“It feels real”: Events management and online experiential learning in COVID-19	3
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	3
“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences	3
The motivation to earn digital badges: a large-scale study of online courses	3
Designing MOOCs in South America towards open and equitable education	3
Gamified online course design: a scoping review of the research	3
Factors influencing faculty’s online teaching decisions	3
Utilizing the Learner Variability Navigator to support inclusive instructional design	3