Internet and Higher Education

Papers
(The H4-Index of Internet and Higher Education is 23. 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 2022-05-01 to 2026-05-01.)
ArticleCitations
Improving serious games by crowdsourcing feedback from the STEAM online gaming community109
Editorial Board104
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning81
AI self-efficacy and knowledge graph-integrated generative AI feedback in higher education65
Why do students disengage from online courses?54
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion51
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement50
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity48
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities45
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students44
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback43
Using trace data to enhance Students' self-regulation: A learning analytics perspective43
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction33
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions31
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories31
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms31
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai30
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach28
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom27
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations26
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm24
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments23
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities23
Digital diaries supporting self-regulated learning during in-person and online transitions23
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing23
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