OOIR: Observatory of International Research

Papers

(The TQCC of Distance Education is 11. 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
Student privacy issues in online learning environments	17
Supporting open educational practices through open textbooks	17

Students’ and teachers’ perceived teaching presence in online courses	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
Effects of online teaching presence on students’ cognitive conflict and engagement	13
Effects of teaching presence on learning engagement in online courses	13
Community and connectedness in online higher education: a scoping review of the literature	13
It is the worst—and the best—of times!	12
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	12
Openness reexamined: teachers’ practices with open educational resources in online language teaching	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