Internet and Higher Education

Papers
(The TQCC of Internet and Higher Education is 14. 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 2021-11-01 to 2025-11-01.)
ArticleCitations
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion94
Why do students disengage from online courses?51
Editorial Board49
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning46
Improving serious games by crowdsourcing feedback from the STEAM online gaming community42
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement41
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities40
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback40
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity39
Using trace data to enhance Students' self-regulation: A learning analytics perspective37
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students36
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction31
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms29
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories28
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions28
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai26
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach25
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom25
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations22
Digital diaries supporting self-regulated learning during in-person and online transitions22
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm22
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments21
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities19
The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education18
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing18
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability17
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence16
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation14
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students14
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes14
Editorial Board14
0.069411993026733