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 2022-08-01 to 2026-08-01.)

Article	Citations
Effects of personal and instructor goals on MOOC continuance intention	38
Exploring instructors’ cultural presence in online course design and delivery	33
From open access to open science—Open education in transition	31
The online PhD dropout: narratives and meanings of withdrawal	30
Connecting learners to learning at a distance	26
Addressing the challenging elements of distance education	25
Learning at a distance: recognising remote tutoring as a career	25
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	23
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	22
Universal design in online education: A systematic review	18
Photos from home: Integrating lived experience in a remote-learning environment	18
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	18
Mapping racial justice to online teacher education	16
Examining online university classrooms through emotion work and feeling currencies	16
Online higher education student engagement: finding flow	14
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	14
Pre-service teachers’ adaptability to blended teaching and its predictors	14
Leveraging technology for animal anatomy practicals	11
Beyond access alone: distance education in an AI and open knowledge era	11
Promoting potential through purposeful inclusive assessment for distance learners	11
Inclusive online and distance education for learners with dis/abilities	10
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	10
Characterization of approaches to online teaching in distance education courses	10
Developing an agentic engagement scale in a self-paced MOOC	9
Explaining technical, social, and discursive participation in online mathematical discussions	9

Teachers’ motivating styles and students’ agentic engagement in online learning	8
Temporal-spatial and pedagogical flexibility in distance education	8
Design principles for holistic student formation in online programs	8
Investigating working adult learners’ feedback literacy in online project-based learning: a convergent mixed methods study	8
The effects of politeness in shaping discourse in online debates	8
Unveiling the configurational paths to rural teachers’ online learning engagement: a study based on the fuzzy-set qualitative comparative analysis	8
The open master: A new model of transnational higher education	8
Examining online teaching practices in a K-12 setting	8
The danger of building walls around scientific knowledge: implications for higher education teaching and learning in the era of open science	8
Exploring differences between students’ interactions, online presence, and cognitive presence	7
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	7
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	7
Iterative design of non-disposable assignments for metacognitive development in online-learning	7
Examining the relationships among community of inquiry, academic procrastination, and achievement for nontraditional online students	7
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	7
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	7
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	7
Course interactivity, college generation status, and learning experiences in online asynchronous courses	7
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	6
How to define, operationalize, and improve quality of online interpersonal interaction in higher education: a scoping review	6
Identifying accessibility factors affecting learner inclusion in online university programs	6
The effectiveness of nudging key learning resources to support online engagement in higher education courses	6
Enhanced learning engagement through teaching presence in online distance education	6
Implementing distance learning design approaches: lessons from six impact narratives	6
Silver linings for learning in the aftermath of the COVID-19 pandemic	6
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	5
Leveraging explainability for discussion forum classification: Using confusion detection as an example	5
In defense of expertise—Teachers, teaching, and teaching design	5
Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design	5
A comprehensive model for evaluating the quality of online teacher feedback: development, validation, and educational implications	5
What contributed to students’ online learning satisfaction during the pandemic?	5
Understanding the role of online teaching assistants in student engagement	5
Cultivation and empowerment: new visions for quality distance education	5
Network-based sentiment analysis: a novel framework for exploring learners’ emotions in MOOCs	5
Advising college students with dis/abilities in online learning	5
Strategies to promote self-regulated learning for online diverse students	4
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	4
Are we close(d)? Debating the openness paradox in science	4
Investigating students’ experience of online/distance education with photovoice during COVID-19	4
A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	4
Using learning analytics to reveal the characteristics of teacher and students’ question-and-answer behaviors in urban–rural blended synchronous classrooms	4
Experiences of disabled students in online education: a systematic review	4
Students with mental health (dis)Abilities’ storied experiences within distance education	4
Examining gains and pains of a new virtual internship design	4
Conceptualising distance doctoral study after COVID-19: are we post-distance now?	4
Fostering a sense of belonging through online qualification events	4
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	4
Beyond the virtual classroom: integrating artificial intelligence in online learning	4
Interaction in online postgraduate learning: what makes a good forum?	4
Designing MOOCs in South America towards open and equitable education	4

Gamified online course design: a scoping review of the research	3
“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences	3
Factors influencing students’ satisfaction with the digital transformation of German higher education institutions: a grounded theory and fsQCA approach	3
Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand	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
The moderating role of academic satisfaction in the interaction between engagement, study satisfaction, and co-creation in university students	3
Utilizing the Learner Variability Navigator to support inclusive instructional design	3
Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design	3
“It feels real”: Events management and online experiential learning in COVID-19	3
Fifty years of open education policy and practice in Australia	3
The motivation to earn digital badges: a large-scale study of online courses	3