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 2022-06-01 to 2026-06-01.)

Article	Citations
From open access to open science—Open education in transition	35
Effects of personal and instructor goals on MOOC continuance intention	32
Exploring instructors’ cultural presence in online course design and delivery	30
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	24
Connecting learners to learning at a distance	24
The online PhD dropout: narratives and meanings of withdrawal	24
Addressing the challenging elements of distance education	23
Learning at a distance: recognising remote tutoring as a career	21
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	19
Pre-service teachers’ adaptability to blended teaching and its predictors	18
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	16
Photos from home: Integrating lived experience in a remote-learning environment	16
Promoting potential through purposeful inclusive assessment for distance learners	16
Mapping racial justice to online teacher education	16
Online higher education student engagement: finding flow	13
Universal design in online education: A systematic review	11
Leveraging technology for animal anatomy practicals	11
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	11
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	10
Explaining technical, social, and discursive participation in online mathematical discussions	10
Developing an agentic engagement scale in a self-paced MOOC	10
Characterization of approaches to online teaching in distance education courses	9
Teachers’ motivating styles and students’ agentic engagement in online learning	9

Inclusive online and distance education for learners with dis/abilities	9
Do online teaching and social presences contribute to motivational growth?	9
The open master: A new model of transnational higher education	9
Examining online teaching practices in a K-12 setting	8
The danger of building walls around scientific knowledge: implications for higher education teaching and learning in the era of open science	8
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	8
Temporal-spatial and pedagogical flexibility in distance education	8
Design principles for holistic student formation in online programs	8
The effects of politeness in shaping discourse in online debates	8
Investigating working adult learners’ feedback literacy in online project-based learning: a convergent mixed methods study	8
Iterative design of non-disposable assignments for metacognitive development in online-learning	7
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	7
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	7
Course interactivity, college generation status, and learning experiences in online asynchronous courses	7
Exploring differences between students’ interactions, online presence, and cognitive presence	7
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	7
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	7