OOIR: Observatory of International Research

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 2020-11-01 to 2024-11-01.)

Article	Citations
Experts speaking: Crucial teacher attributes for implementing blended learning in higher education	133
More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle	93
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness	84
Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning	63
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	56
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?	53
Does psychological capital and social support impact engagement and burnout in online distance learning students?	51
Why college students procrastinate in online courses: A self-regulated learning perspective	43
Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing	42
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners	40
Modality motivation: Selection effects and motivational differences in students who choose to take courses online	31
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	30
Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model	28
Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19	27
Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities	25
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education	24
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	23
An exploratory latent class analysis of student expectations towards learning analytics services	23
Using trace data to enhance Students' self-regulation: A learning analytics perspective	22
Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses	19
Purposeful interpersonal interaction and the point of diminishing returns for graduate learners	19
Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy	19
Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters	19
Embedded experts in online collaborative learning: A case study	19
Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education	18

Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment	18
Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report	17
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education	16
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course	16
Initiating and maintaining student-instructor rapport in online classes	15
How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance	15
Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities	15
High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education	15
How internet essay mill websites portray the student experience of higher education	15
Benefits of additional online practice opportunities in higher education	14
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement	14
Modeling undergraduates' selection of course modality: A large sample, multi-discipline study	13
Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses	13
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science	12
Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis	12
Dialogicality in making sense of online collaborative interaction: A conceptual perspective	12
Learning analytics in higher education – Stakeholders, strategy and scale	11
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	10
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	9
Value creation and identity in cross-organizational communities of practice: A learner's perspective	9
More than words: Using digital cues to enhance student perceptions of online assignment feedback	8
Social presence and teacher involvement: The link with expectancy, task value, and engagement	8
The role of multi-attributional student diversity in computer-supported collaborative learning	8
WhatsApp for mobile learning. Effects on knowledge, resilience and isolation in the school-to-work transition	8
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	8
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	8
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course	8