Internet and Higher Education

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 2022-06-01 to 2026-06-01.)
ArticleCitations
Improving serious games by crowdsourcing feedback from the STEAM online gaming community113
Editorial Board105
AI self-efficacy and knowledge graph-integrated generative AI feedback in higher education84
Why do students disengage from online courses?68
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning55
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement51
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion51
Using trace data to enhance Students' self-regulation: A learning analytics perspective49
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students46
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity45
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities44
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback43
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction36
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions35
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms35
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories33
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach31
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom28
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai28
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations27
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments25
Digital diaries supporting self-regulated learning during in-person and online transitions24
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm24
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing24
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities23
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation23
Learning with AI-animated pedagogical agents: The role of age and gender similarity in identification, situational interest, and learning outcomes23
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence22
Fair AI in educational predictions: A multi-group fairness approach using reinforcement learning22
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes21
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability20
Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment19
Editorial Board19
The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education19
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students19
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study17
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies17
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle16
Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education15
Do we worry about the use of artificial intelligence and plagiarism? Students' AI-giarism behaviour through the fraud triangle15
Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study15
Short-term gains, long-term gaps: Unpacking the role of learning analytics in student engagement in social annotation14
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education14
Self-presentation and social networking online: The professional identity of PhD students in HCI13
Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis13
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students12
An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning12
The use of generative AI by students with disabilities in higher education12
Editorial Board12
Behavior patterns characterize students' choices and relate to cognitive load and performance in learner-controlled environments12
Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions11
Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses11
The impact of role assignment on social presence in online discussions: A mixed-method study11
Editorial Board11
Editorial Board10
Investigating the combined effects of role assignment and discussion timing in a blended learning environment9
Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining9
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement9
Exploring undergraduate students' perceptions of AI vs. human scoring and feedback8
Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students8
Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent7
Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory7
Does professional development for online instruction improve student course outcomes?7
Editorial Board7
Editorial Board7
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies7
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course6
Editorial Board6
Experiential learning through simulations in fully online asynchronous courses: Exploring the role of self-debriefing6
Enhancing online college students' self-regulated learning and performance through self-assessments and commitment strategies6
0.10994911193848