OOIR: Observatory of International Research

Papers

(The TQCC of Internet and Higher Education is 19. 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.)

Article	Citations
Editorial Board	137
AI self-efficacy and knowledge graph-integrated generative AI feedback in higher education	118
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	108
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 completion	55
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	54
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement	53
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	49
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	48
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	47
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	46
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	46
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	41
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	39
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	32
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	29
Emotional artificial intelligence in higher education: A systematic review	29
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	29
Digital diaries supporting self-regulated learning during in-person and online transitions	28
Editorial Board	28
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm	27
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations	26
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	26
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	26
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	24

The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation	24
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	24
Fair AI in educational predictions: A multi-group fairness approach using reinforcement learning	24
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	23
The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education	23
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	20
Editorial Board	20
Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment	20
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies	19
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	19