OOIR: Observatory of International Research

Papers

(The median citation count of Internet and Higher Education is 5. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Why do students disengage from online courses?	112
Editorial Board	99
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	78
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	75
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	59
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	52
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	49
Does psychological capital and social support impact engagement and burnout in online distance learning students?	38
Using trace data to enhance Students' self-regulation: A learning analytics perspective	36
Why college students procrastinate in online courses: A self-regulated learning perspective	36
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	32
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	28
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	28
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	28
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	27
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	27
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	26
Digital diaries supporting self-regulated learning during in-person and online transitions	24
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science	23
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	23
More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle	22
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	22
Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses	20
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	20
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	18

Information search behavior in fragile and conflict-affected learning contexts	17
An exploratory latent class analysis of student expectations towards learning analytics services	15
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	15
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	15
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	15
Benefits of additional online practice opportunities in higher education	14
Editorial Board	14
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	13
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies	13
Editorial Board	12
Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education	12
WhatsApp for mobile learning. Effects on knowledge, resilience and isolation in the school-to-work transition	10
Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis	10
Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities	10
Self-presentation and social networking online: The professional identity of PhD students in HCI	10
Editorial Board	9
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education	9
Value creation and identity in cross-organizational communities of practice: A learner's perspective	9
Editorial Board	8
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students	8
Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment	8
Editorial Board	8
Initiating and maintaining student-instructor rapport in online classes	7
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course	7
The impact of role assignment on social presence in online discussions: A mixed-method study	7
Editorial Board	6
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement	6
Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory	6
Investigating the combined effects of role assignment and discussion timing in a blended learning environment	6
Building a critically transformative community of inquiry in an online undergraduate program	5
Does professional development for online instruction improve student course outcomes?	5
Editorial Board	5
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	5