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 2021-05-01 to 2025-05-01.)

Article	Citations
From open access to open science—Open education in transition	47
Effects of personal and instructor goals on MOOC continuance intention	41
Beyond design: The systemic nature of distance delivery mode selection	39
Exploring instructors’ cultural presence in online course design and delivery	38
Addressing the challenging elements of distance education	37
Toward building a fair peer recommender to support help-seeking in online learning	25
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	23
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	23
The online PhD dropout: narratives and meanings of withdrawal	23
Learning at a distance: recognising remote tutoring as a career	22
Pre-service teachers’ adaptability to blended teaching and its predictors	20
A synergistic framework for curricular flexibility in online collaborative learning	19
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	17
Universal design in online education: A systematic review	17
Examining online university classrooms through emotion work and feeling currencies	16
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	14
Mapping racial justice to online teacher education	13
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	13
Promoting potential through purposeful inclusive assessment for distance learners	12
Photos from home: Integrating lived experience in a remote-learning environment	12
Developing an agentic engagement scale in a self-paced MOOC	11
Do online teaching and social presences contribute to motivational growth?	11
Inclusive online and distance education for learners with dis/abilities	11
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	10
Characterization of approaches to online teaching in distance education courses	9

Leveraging technology for animal anatomy practicals	9
Teachers’ motivating styles and students’ agentic engagement in online learning	9
Explaining technical, social, and discursive participation in online mathematical discussions	8
Systemic considerations to support distance education environments	8
The effects of politeness in shaping discourse in online debates	7
The open master: A new model of transnational higher education	7
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	7
Design principles for holistic student formation in online programs	7
Temporal-spatial and pedagogical flexibility in distance education	7
Reimagining and reengineering education systems for the post-COVID-19 era	7
Silver linings for learning in the aftermath of the COVID-19 pandemic	6
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	6
Identifying accessibility factors affecting learner inclusion in online university programs	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
A systems perspective on data and analytics for distance education	6
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	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
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	5
Understanding the role of online teaching assistants in student engagement	5
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	5
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	4
Reimagining education futures to lead learning for tomorrow	4
In defense of expertise—Teachers, teaching, and teaching design	4
Fostering a sense of belonging through online qualification events	4
The effectiveness of nudging key learning resources to support online engagement in higher education courses	4
Leveraging explainability for discussion forum classification: Using confusion detection as an example	4
What contributed to students’ online learning satisfaction during the pandemic?	4
Advising college students with dis/abilities in online learning	4
Implementing distance learning design approaches: lessons from six impact narratives	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
Effects of online teaching presence on students’ cognitive conflict and engagement	3
Designing MOOCs in South America towards open and equitable education	3
Gamified online course design: a scoping review of the research	3
Strategies to promote self-regulated learning for online diverse students	3
Threats and tensions for open, flexible, and distance learning post-COVID-19	3
Examining gains and pains of a new virtual internship design	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
Decolonizing online learning: a reflective approach to equitable pedagogies	3
Introducing mesocredentials: Connecting MOOC achievement with academic credit	3
Interaction in online postgraduate learning: what makes a good forum?	3
Beyond the virtual classroom: integrating artificial intelligence in online learning	3
Investigating students’ experience of online/distance education with photovoice during COVID-19	3
A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	3
Conceptualising distance doctoral study after COVID-19: are we post-distance now?	3
Students with mental health (dis)Abilities’ storied experiences within distance education	3
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	3

Are we close(d)? Debating the openness paradox in science	3
Utilizing the Learner Variability Navigator to support inclusive instructional design	2
“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences	2
Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19	2
Enhancing MOOC learners’ skills for self-directed learning	2
Enhancing learners’ sense of belonging in online threaded discussions	2
Factors influencing faculty’s online teaching decisions	2
Practical learning in hybrid environments: Can remote learning be active, authentic, and real?	2
Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand	2
The role of teaching presence in students’ behavioral engagement	2
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	2
Fifty years of open education policy and practice in Australia	2
Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design	2
The motivation to earn digital badges: a large-scale study of online courses	2
Higher education leaders’ perspectives of accessible and inclusive online learning	2