OOIR: Observatory of International Research

Papers

(The H4-Index of Internet and 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 2022-01-01 to 2026-01-01.)

Article	Citations
Editorial Board	100
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	65
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	49
Why do students disengage from online courses?	49
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	46
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	44
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement	44
Using trace data to enhance Students' self-regulation: A learning analytics perspective	43
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	42
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	40
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	39
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	38
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	38
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	37
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	30
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai	27
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	27
Digital diaries supporting self-regulated learning during in-person and online transitions	25
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	25
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm	24
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	23
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations	22