OOIR: Observatory of International Research

Papers

(The median citation count of Distance Education is 4. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Evaluating videoconferencing systems for the quality of the educational experience	108
A critical reconceptualization of faculty readiness for online teaching	86
Student learning during COVID-19: It was not as bad as we feared.	76
Instructional designers’ roles in emergency remote teaching during COVID-19	46
Building resilience in education systems post-COVID-19	44
Pandemic ponderings, 30 years to today: synchronous signals, saviors, or survivors?	41
Developing lifelong learning with heutagogy: contexts, critiques, and challenges	41
Social presence and online discussions: a mixed method investigation	34
Remote proctored exams: Integrity assurance in online education?	33
The Self-Efficacy Questionnaire for Online Learning (SeQoL)	33
Research trends in online distance learning during the COVID-19 pandemic	32
Home broadband and student engagement during COVID-19 emergency remote teaching	29
Anti-oppressive pedagogies in online learning: a critical review	28
Impacts of course activities on student perceptions of engagement and learning online	27
Enhancing MOOC learners’ skills for self-directed learning	26
Who opens online distance education, to whom, and for what?	24
Video use in online and blended courses: a qualitative synthesis	24
Affordances, challenges, and impact of open pedagogy: examining students’ voices	23
Distance education students’ mental health, connectedness and academic performance during COVID-19: A mixed-methods study	22
Social annotation enabling collaboration for open learning	20
Peer assessment in MOOCs: Systematic literature review	20
Critical design elements in online courses	18
Students’ perceptions of the peer-feedback experience in MOOCs	18
Students’ and teachers’ perceived teaching presence in online courses	17
Student privacy issues in online learning environments	17

Supporting open educational practices through open textbooks	17
Educational distancing	16
Mental distress and its relationship to distance education students’ work and family roles	16
Temporal flexibility, gender, and online learning completion	15
Open educational practices of MOOC designers: embodiment and epistemic location	14
Community and connectedness in online higher education: a scoping review of the literature	13
Effects of online teaching presence on students’ cognitive conflict and engagement	13
Effects of teaching presence on learning engagement in online courses	13
Openness reexamined: teachers’ practices with open educational resources in online language teaching	12
It is the worst—and the best—of times!	12
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	12
Inclusive open education: presumptions, principles, and practices	11
The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning	11
Reimagining online grading, assessment, and testing using situated cognition	11
Distance education across critical theoretical landscapes: touchstones for quality research and teaching	11
Using multimodal analytics to systemically investigate online collaborative problem-solving	11
Role of gender and social context in readiness for e-learning in Saudi high schools	10
Faculty caring behaviors in online nursing education: an integrative review	10
Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis	10
Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19	9
Alternative lifeworlds on the Internet: Habermas and democratic distance education	9
Impacts of authentic assessment on the development of graduate attributes	9
Critical Questions for Open Educational Practices	9
Understanding vicarious participation in online language learning	9
The right amount of pressure: Implementing time pressure in online exams	9
Latent class analysis of K-12 teachers’ barriers to implementing OER	8
Open thinking as a learning outcome of open education: scale development and validation	8
Toward building a fair peer recommender to support help-seeking in online learning	7
Online learning ecosystems: comprehensive planning and support for distance learners	7
Preservice teachers’ motivation profiles, self-regulation, and affective outcomes in online learning	7
Combining and managing work-family-study roles and perceptions of institutional support	7
Introducing mesocredentials: Connecting MOOC achievement with academic credit	7
Investigating students’ experience of online/distance education with photovoice during COVID-19	6
The digital portfolio as an assessment strategy for learning in higher education	6
Strategic, operations, and evaluation planning for higher education distance education	6
Becoming scholarly practitioners: creating community in online professional doctoral education	6
Distance education students’ satisfaction: Do work and family roles matter?	6
Open educational practices (OEP) in the design of digital competence assessment	6
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	5
Pressure on the system: increasing flexible learning through distance education	5
Reimagining education futures to lead learning for tomorrow	5
Reimagining and reexamining assessment in online learning	5
A scoping review of empirical studies on theory-driven learning analytics	5
An exploratory study of how novice instructors pivot to online assessments strategies	5
Can lecture capture contribute to the development of a community of inquiry in online learning?	5
Using learners’ self-generated quizzes in online courses	5
Exploring student perceptions of asynchronous video in online courses	5
Revisioning the potential of Freire’s principles of assessment: Influences on the art of assessment in open and online learning through blogging	5
Reimagining and reengineering education systems for the post-COVID-19 era	4
Ascertaining impacts of capacity building in open educational practices	4

Assessment strategies for online learning: Engagement and authenticity	4
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	4
How should we respond to the life-altering crises that education is facing?	4
The benefits of belonging: Students’ perceptions of their online learning experiences	4
Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19	4