Internet and Higher Education

Papers
(The median citation count of Internet and Higher Education is 7. 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 2022-08-01 to 2026-08-01.)
ArticleCitations
Editorial Board137
AI self-efficacy and knowledge graph-integrated generative AI feedback in higher education118
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning108
Why do students disengage from online courses?88
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion55
Improving serious games by crowdsourcing feedback from the STEAM online gaming community54
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement53
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity49
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students48
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback47
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions46
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction46
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms41
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories39
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach32
Emotional artificial intelligence in higher education: A systematic review29
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai29
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments29
Editorial Board28
Digital diaries supporting self-regulated learning during in-person and online transitions28
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm27
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing26
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities26
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations26
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes24
Fair AI in educational predictions: A multi-group fairness approach using reinforcement learning24
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence24
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation24
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability23
The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education23
Editorial Board20
Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment20
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students20
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies19
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study19
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle17
Do we worry about the use of artificial intelligence and plagiarism? Students' AI-giarism behaviour through the fraud triangle17
Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education16
Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study16
Short-term gains, long-term gaps: Unpacking the role of learning analytics in student engagement in social annotation16
Self-presentation and social networking online: The professional identity of PhD students in HCI15
Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis15
Editorial Board14
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students13
Behavior patterns characterize students' choices and relate to cognitive load and performance in learner-controlled environments13
The use of generative AI by students with disabilities in higher education13
An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning12
Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions12
Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining12
Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses12
The impact of role assignment on social presence in online discussions: A mixed-method study12
Editorial Board12
Editorial Board12
Effects of stem activities in virtual reality environments on preservice teachers' technological pedagogical content knowledge and technology acceptance11
Investigating the combined effects of role assignment and discussion timing in a blended learning environment10
Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students10
Editorial Board9
Exploring undergraduate students' perceptions of AI vs. human scoring and feedback9
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies9
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement9
Editorial Board8
Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory8
Does professional development for online instruction improve student course outcomes?8
Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent7
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course7
Editorial Board7
Enhancing online college students' self-regulated learning and performance through self-assessments and commitment strategies7
Experiential learning through simulations in fully online asynchronous courses: Exploring the role of self-debriefing7
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