OOIR: Observatory of International Research

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 2021-12-01 to 2025-12-01.)

Article	Citations
Editorial Board	98
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	59
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	49
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	48
Why do students disengage from online courses?	44
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement	43
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	41
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	41
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	39
Using trace data to enhance Students' self-regulation: A learning analytics perspective	38
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	37
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	36
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	35
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	32
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	30
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	26
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	26
Digital diaries supporting self-regulated learning during in-person and online transitions	25
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	25
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm	24
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations	23
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	22
The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education	19
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	19
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	19

Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	18
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation	18
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	17
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	16
Editorial Board	16
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	14
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	14
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle	14
Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study	14
Benefits of additional online practice opportunities in higher education	14
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies	14