Internet and Higher Education

Papers
(The median citation count of Internet and Higher Education is 8. 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 2020-03-01 to 2024-03-01.)
ArticleCitations
Experts speaking: Crucial teacher attributes for implementing blended learning in higher education109
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?105
Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program69
From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education68
Using clickstream data to measure, understand, and support self-regulated learning in online courses65
More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle64
The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study62
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness59
Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach47
Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning45
Educator perspectives on learning analytics in classroom practice43
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?43
Does psychological capital and social support impact engagement and burnout in online distance learning students?40
Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes35
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners34
Big five, linguistic styles, and successful online learning33
Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing32
Implementing learning analytics for learning impact: Taking tools to task31
Re-imagining ‘Learning Analytics’ … a case for starting again?31
Why college students procrastinate in online courses: A self-regulated learning perspective29
How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals26
Modality motivation: Selection effects and motivational differences in students who choose to take courses online26
Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities23
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies22
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education21
Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-1918
Staff and students perception of lecture capture17
An exploratory latent class analysis of student expectations towards learning analytics services17
Using trace data to enhance Students' self-regulation: A learning analytics perspective17
Embedded experts in online collaborative learning: A case study16
Leveraging the community of inquiry framework to support web-based simulations in disaster studies16
Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment15
Purposeful interpersonal interaction and the point of diminishing returns for graduate learners15
Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model15
Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters14
Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education14
Initiating and maintaining student-instructor rapport in online classes13
Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses13
Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report13
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study12
Networked practices in higher education: A netnography of the #AcAdv chat community12
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education11
Modeling undergraduates' selection of course modality: A large sample, multi-discipline study11
How internet essay mill websites portray the student experience of higher education11
Benefits of additional online practice opportunities in higher education10
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement10
For a good class, email: Technologically-mediated out-of-class communication and instructional outcomes10
High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education10
Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses10
How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance9
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories9
Dialogicality in making sense of online collaborative interaction: A conceptual perspective8
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course8
A learning analytics journey: Bridging the gap between technology services and the academic need8
Evaluating the scaling of a LA tool through the lens of the SHEILA framework: A comparison of two cases from tinkerers to institutional adoption8
More than words: Using digital cues to enhance student perceptions of online assignment feedback8
Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities8
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