OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Computing in Higher Education is 22. 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
Wild brooms and learning analytics	163
The effect of the flipped classroom approach on creative thinking, self-esteem, and social interaction of English foreign language learners in intermediate level	65
Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning	65
Not now, maybe later: the mediating influence of techno-overload on the relationship between academic self-efficacy and procrastination	53
Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review	45
Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices	41
A measurement of faculty views on the meaning and value of student privacy	40
Adoption of open educational resources in the global south	36
A critique of calculation and optionalization applied to online/blended course design	32
Effects and acceptability of virtual reality to facilitate mindfulness practice in university students	32
Mobile-based artificial intelligence chatbot for self-regulated learning in a hybrid flipped classroom	31
Investigating the influencing factors of the intention to continue using MOOCs: the perspective of modified TAM with TDT	30
Exploring satisfaction of online teaching faculty from a Job Demands-Resources model perspective: the mediating roles of emotional exhaustion and motivation	28
Empowering student engagement: the dynamics of learner traits in digital feedback environments	28
HyFlex course design: outcomes, challenges, and supports for students and instructors	27
Effectiveness of gamification on team building activities to improve student learning experiences in online courses	27
A note from the advisory board	27
Process and summative assessment of groups’ collaborative knowledge building	25
Online laboratories and virtual experimentation in higher education from a sociotechnical-pedagogical design perspective	24
Evaluating the design of digital tools for the transition to an e-continuous assessment in higher education	24
Profiles of students’ behavioral engagement and their associations to academic motivation in online learning	23
Design-based research to develop design principles for collaborative learning in asynchronous distributed online groups	23
Accessible and inclusive online learning in higher education: a review of the literature	22
Digital literacy of English majors: subjective versus objective assessment	22