OOIR: Observatory of International Research

Papers

(The TQCC of Distance Education is 7. 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
Students’ perceptions of the peer-feedback experience in MOOCs	23
Student privacy issues in online learning environments	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
Online learning ecosystems: comprehensive planning and support for distance learners	7
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