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 2021-07-01 to 2025-07-01.)

Article	Citations
Beyond design: The systemic nature of distance delivery mode selection	47
Exploring instructors’ cultural presence in online course design and delivery	43
From open access to open science—Open education in transition	42
Effects of personal and instructor goals on MOOC continuance intention	40
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	38
Toward building a fair peer recommender to support help-seeking in online learning	29
The online PhD dropout: narratives and meanings of withdrawal	25
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	24
Learning at a distance: recognising remote tutoring as a career	23
Addressing the challenging elements of distance education	22
A synergistic framework for curricular flexibility in online collaborative learning	21
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	20
Universal design in online education: A systematic review	19
Examining online university classrooms through emotion work and feeling currencies	18
Pre-service teachers’ adaptability to blended teaching and its predictors	17
Promoting potential through purposeful inclusive assessment for distance learners	16
Mapping racial justice to online teacher education	13
Photos from home: Integrating lived experience in a remote-learning environment	13
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	13
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	13
Teachers’ motivating styles and students’ agentic engagement in online learning	12
Systemic considerations to support distance education environments	12
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	11
Developing an agentic engagement scale in a self-paced MOOC	11
Inclusive online and distance education for learners with dis/abilities	11

Explaining technical, social, and discursive participation in online mathematical discussions	10
Do online teaching and social presences contribute to motivational growth?	10
Leveraging technology for animal anatomy practicals	10
Design principles for holistic student formation in online programs	10
Characterization of approaches to online teaching in distance education courses	10
Reimagining and reengineering education systems for the post-COVID-19 era	10
Temporal-spatial and pedagogical flexibility in distance education	9
The open master: A new model of transnational higher education	9
The effects of politeness in shaping discourse in online debates	8
Examining online teaching practices in a K-12 setting	8
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	8
Identifying accessibility factors affecting learner inclusion in online university programs	7
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	7
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	7
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	7
Exploring differences between students’ interactions, online presence, and cognitive presence	7
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	6
Silver linings for learning in the aftermath of the COVID-19 pandemic	6
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	6
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	6
A systems perspective on data and analytics for distance education	6
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	6
Enhanced learning engagement through teaching presence in online distance education	6
The effectiveness of nudging key learning resources to support online engagement in higher education courses	5
Implementing distance learning design approaches: lessons from six impact narratives	5
Understanding the role of online teaching assistants in student engagement	5
Leveraging explainability for discussion forum classification: Using confusion detection as an example	5
In defense of expertise—Teachers, teaching, and teaching design	4
Students with mental health (dis)Abilities’ storied experiences within distance education	4
Strategies to promote self-regulated learning for online diverse students	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
Gamified online course design: a scoping review of the research	4
Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design	4
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	4
What contributed to students’ online learning satisfaction during the pandemic?	4
Threats and tensions for open, flexible, and distance learning post-COVID-19	4
Interaction in online postgraduate learning: what makes a good forum?	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
Effects of online teaching presence on students’ cognitive conflict and engagement	4
Reimagining education futures to lead learning for tomorrow	4
Fostering a sense of belonging through online qualification events	4
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	4
Introducing mesocredentials: Connecting MOOC achievement with academic credit	4
Are we close(d)? Debating the openness paradox in science	4
Home broadband and student engagement during COVID-19 emergency remote teaching	4
Designing MOOCs in South America towards open and equitable education	4
Advising college students with dis/abilities in online learning	4
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
The motivation to earn digital badges: a large-scale study of online courses	3
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	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
“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences	3
Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand	3
Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19	3
A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	3
Factors influencing faculty’s online teaching decisions	3
Utilizing the Learner Variability Navigator to support inclusive instructional design	3
Fifty years of open education policy and practice in Australia	3