OOIR: Observatory of International Research

Papers

(The median citation count of Distance Education is 2. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Student learning during COVID-19: It was not as bad as we feared.	79
Instructional designers’ roles in emergency remote teaching during COVID-19	53
Building resilience in education systems post-COVID-19	50
Research trends in online distance learning during the COVID-19 pandemic	41
Remote proctored exams: Integrity assurance in online education?	35
Video use in online and blended courses: a qualitative synthesis	34
Distance education students’ mental health, connectedness and academic performance during COVID-19: A mixed-methods study	32
Home broadband and student engagement during COVID-19 emergency remote teaching	31
Enhancing MOOC learners’ skills for self-directed learning	30
Impacts of course activities on student perceptions of engagement and learning online	30
Peer assessment in MOOCs: Systematic literature review	26
Student privacy issues in online learning environments	23
Students’ perceptions of the peer-feedback experience in MOOCs	23
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	22
Critical design elements in online courses	21
Students’ and teachers’ perceived teaching presence in online courses	20
Effects of teaching presence on learning engagement in online courses	19
Effects of online teaching presence on students’ cognitive conflict and engagement	18
Temporal flexibility, gender, and online learning completion	17
Community and connectedness in online higher education: a scoping review of the literature	17
Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis	16
Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19	15
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	14
Using multimodal analytics to systemically investigate online collaborative problem-solving	14
Impacts of authentic assessment on the development of graduate attributes	12

Reimagining online grading, assessment, and testing using situated cognition	12
The right amount of pressure: Implementing time pressure in online exams	10
Toward building a fair peer recommender to support help-seeking in online learning	10
Latent class analysis of K-12 teachers’ barriers to implementing OER	10
The digital portfolio as an assessment strategy for learning in higher education	10
Pressure on the system: increasing flexible learning through distance education	9
The benefits of belonging: Students’ perceptions of their online learning experiences	9
Open thinking as a learning outcome of open education: scale development and validation	9
Investigating students’ experience of online/distance education with photovoice during COVID-19	9
Becoming scholarly practitioners: creating community in online professional doctoral education	8
Exploring student perceptions of asynchronous video in online courses	8
Revisioning the potential of Freire’s principles of assessment: Influences on the art of assessment in open and online learning through blogging	8
Higher education leaders’ perspectives of accessible and inclusive online learning	7
Introducing mesocredentials: Connecting MOOC achievement with academic credit	7
Strategic, operations, and evaluation planning for higher education distance education	7
Combining and managing work-family-study roles and perceptions of institutional support	7
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	7
Distance education students’ satisfaction: Do work and family roles matter?	7
Reimagining and reexamining assessment in online learning	7
Preservice teachers’ motivation profiles, self-regulation, and affective outcomes in online learning	7
Online learning ecosystems: comprehensive planning and support for distance learners	7
Measuring learner–content interaction in digitally augmented learning experiences	6
Using learners’ self-generated quizzes in online courses	6
Reimagining education futures to lead learning for tomorrow	6
A scoping review of empirical studies on theory-driven learning analytics	6
An exploratory study of how novice instructors pivot to online assessments strategies	5
A systems perspective on data and analytics for distance education	5
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	5
Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19	5
Can lecture capture contribute to the development of a community of inquiry in online learning?	5
Reimagining and reengineering education systems for the post-COVID-19 era	5
Learners’ perspectives on MOOC design	5
Do online teaching and social presences contribute to motivational growth?	4
Threats and tensions for open, flexible, and distance learning post-COVID-19	4
Universal design in online education: A systematic review	4
Validation of the Online Learning Readiness Self-Check survey	4
Serving students with disabilities in K-12 online learning: daily practices of special educators during the COVID-19 pandemic	4
Issues and challenges of inclusion in distance teaching and learning from the perspective of university students and teachers	3
Exploring the relationships among the dimensions of a community of inquiry in an online learning environment	3
Doctoral students’ perceptions of student-led discussion forums in online classes	3
Longitudinal changes of student engagement in social annotation	3
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	3
Practical learning in hybrid environments: Can remote learning be active, authentic, and real?	3
Inclusive online and distance education for learners with dis/abilities	3
Systemic implications for research and practice in online education: A focus on learner, course and instructor, and organizational levels	3
Identifying accessibility factors affecting learner inclusion in online university programs	3
Students with mental health (dis)Abilities’ storied experiences within distance education	3
What contributed to students’ online learning satisfaction during the pandemic?	3
In the wake of COVID-19—A time to rethink and reengineer education systems	3
Help-seeking matters for online learners who are unconfident	3

Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	3
Equity, diversity, and inclusion in open education: A systematic literature review	3
Person in environment: Focusing on the ecological aspects of online and distance learning	3
Advising college students with dis/abilities in online learning	2
A scale for measuring relative proximity of transactional distance	2
Systemic considerations to support distance education environments	2
Openness in education as a living idea: A longitudinal investigation of its growth and development	2
Making the invisible, visible: disability in South African distance education	2
Factors influencing faculty’s online teaching decisions	2
Developing an agentic engagement scale in a self-paced MOOC	2
A synergistic framework for curricular flexibility in online collaborative learning	2
Useful lines of inquiry—what is worth investigating and how?	2
“It feels real”: Events management and online experiential learning in COVID-19	2
Leveraging explainability for discussion forum classification: Using confusion detection as an example	2
Open education in closed-loop systems: Enabling closures and open loops	2
Prior experience with online feedback: its influence on students’ engagement	2
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	2