OOIR: Observatory of International Research

Papers

(The H4-Index of Education and Information Technologies is 48. 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 2020-03-01 to 2024-03-01.)

Article	Citations
Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic	485
Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines	210
Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19	199
Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?	157
“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19	156
Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model	130
Using the UTAUT model to understand students’ usage of e-learning systems in developing countries	121
Adoption of artificial intelligence in higher education: a quantitative analysis using structural equation modelling	120
Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy	119
Interacting with educational chatbots: A systematic review	116
Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities	103
Systematic literature review and bibliometric analysis on virtual reality and education	102
Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020	96
Emergency remote learning during COVID-19 crisis: Students’ engagement	96
Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives	91
Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory	89
Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators	86
Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam	83
Student performance analysis and prediction in classroom learning: A review of educational data mining studies	81
A systematic mapping review of augmented reality applications to support STEM learning in higher education	79
Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students	79
Impact of technostress on academic productivity of university students	74
Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning	74
Acceptance of mobile phone by university students for their studies: an investigation applying UTAUT2 model	74
An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model	70

A Systematic Review on AI-based Proctoring Systems: Past, Present and Future	69
A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education	67
Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey	65
Predictive learning analytics using deep learning model in MOOCs’ courses videos	64
Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review	64
Investigating the drivers and barriers to MOOCs adoption: The perspective of TAM	63
Ethical principles for artificial intelligence in education	63
Higher education strategy in digital transformation	62
Employing the technology acceptance model in social media: A systematic review	61
E-proctored exams during the COVID-19 pandemic: A close understanding	59
Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective	58
A systematic review of research on cheating in online exams from 2010 to 2021	58
Influencing factors in M-learning adoption in higher education	57
Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation	57
Factors affecting online accounting education during the COVID-19 pandemic: an integrated perspective of social capital theory, the theory of reasoned action and the technology acceptance model	56
Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context	56
Toward a model for acceptance of MOOCs in higher education: the modified UTAUT model for Saudi Arabia	56
Tailored gamification in education: A literature review and future agenda	55
Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT	51
Aims for cultivating students’ key competencies based on artificial intelligence education in China	51
A systematic review of the use of gamification in flipped learning	50
Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom	50
Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka’s law	50
Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal	48
Students academic and social concerns during COVID-19 pandemic	48
A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support	48