OOIR: Observatory of International Research

Papers

(The H4-Index of Internet and Higher Education is 19. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Experts speaking: Crucial teacher attributes for implementing blended learning in higher education	133
More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle	93
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness	84
Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning	63
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies	56
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?	53
Does psychological capital and social support impact engagement and burnout in online distance learning students?	51
Why college students procrastinate in online courses: A self-regulated learning perspective	43
Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing	42
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners	40
Modality motivation: Selection effects and motivational differences in students who choose to take courses online	31
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	30
Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model	28
Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19	27
Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities	25
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education	24
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	23
An exploratory latent class analysis of student expectations towards learning analytics services	23
Using trace data to enhance Students' self-regulation: A learning analytics perspective	22
Embedded experts in online collaborative learning: A case study	19
Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses	19
Purposeful interpersonal interaction and the point of diminishing returns for graduate learners	19
Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy	19
Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters	19