OOIR: Observatory of International Research

Papers

(The median citation count of Internet and Higher Education is 6. 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.)

Article	Citations
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	109
Editorial Board	104
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	81
AI self-efficacy and knowledge graph-integrated generative AI feedback in higher education	65
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 completion	51
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement	50
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	48
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	45
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	44
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	43
Using trace data to enhance Students' self-regulation: A learning analytics perspective	43
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	33
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	31
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	31
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	31
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	30
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	28
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	27
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations	26
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
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	23
Digital diaries supporting self-regulated learning during in-person and online transitions	23
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	23

The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education	22
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	22
Fair AI in educational predictions: A multi-group fairness approach using reinforcement learning	21
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation	20
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	19
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	19
Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment	19
Editorial Board	19
Learning with AI-animated pedagogical agents: The role of age and gender similarity in identification, situational interest, and learning outcomes	19
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	18
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies	17
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	17
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle	15
Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education	15
Do we worry about the use of artificial intelligence and plagiarism? Students' AI-giarism behaviour through the fraud triangle	15
Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study	14
Self-presentation and social networking online: The professional identity of PhD students in HCI	14
Short-term gains, long-term gaps: Unpacking the role of learning analytics in student engagement in social annotation	13
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education	13
Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis	13
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students	12
The use of generative AI by students with disabilities in higher education	12
Editorial Board	12
Behavior patterns characterize students' choices and relate to cognitive load and performance in learner-controlled environments	11
Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses	11
Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions	11
An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning	11
Editorial Board	11
Editorial Board	10
Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining	9
The impact of role assignment on social presence in online discussions: A mixed-method study	9
Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students	9
Investigating the combined effects of role assignment and discussion timing in a blended learning environment	9
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement	8
Editorial Board	7
Exploring undergraduate students' perceptions of AI vs. human scoring and feedback	7
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	6
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course	6
Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory	6
Does professional development for online instruction improve student course outcomes?	6
Experiential learning through simulations in fully online asynchronous courses: Exploring the role of self-debriefing	6
Editorial Board	6
Editorial Board	6
Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent	6