OOIR: Observatory of International Research

Papers

(The TQCC of Distance Education is 6. 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
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
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	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
Universal design in online education: A systematic review	17
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	17
Examining online university classrooms through emotion work and feeling currencies	16
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	14
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	13
Mapping racial justice to online teacher education	13
Photos from home: Integrating lived experience in a remote-learning environment	12
Promoting potential through purposeful inclusive assessment for distance learners	12
Do online teaching and social presences contribute to motivational growth?	11
Inclusive online and distance education for learners with dis/abilities	11
Developing an agentic engagement scale in a self-paced MOOC	11
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	10
Leveraging technology for animal anatomy practicals	9

Teachers’ motivating styles and students’ agentic engagement in online learning	9
Characterization of approaches to online teaching in distance education courses	9
Systemic considerations to support distance education environments	8
Explaining technical, social, and discursive participation in online mathematical discussions	8
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
The effects of politeness in shaping discourse in online debates	7
The open master: A new model of transnational higher education	7
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
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