Australasian Journal of Educational Technology

Papers
(The H4-Index of Australasian Journal of Educational Technology is 22. 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.)
ArticleCitations
AJET and the shifting dynamics of educational technology publishing in 2024188
A comparative analysis of academic literacy support models: Impacts on self-regulated learning (SRL) for an international student in Australia150
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19104
Uncovering socio-temporal dynamics in online discussions: An event-based approach99
Generative artificial intelligence-supported programming education: Effects on learning performance, self-efficacy and processes92
Assessing structural relationships in pre-service preschool teachers’ perceived AI readiness: Do emotional and psychological aspects matter?84
Collaboration or competition? The value of sector-wide collaboration in educational technology research73
The effectiveness of virtual reality (VR) for construction skills training71
The AI Assessment Scale (AIAS) in action: A pilot implementation of GenAI-supported assessment70
Not drowning, waving: The role of video in a renewed digital learning world63
An exploration of course and cohort communication spaces in Discord, Teams, and Moodle54
Investigating the effect of emotional tone on learners’ reading engagement and peer acknowledgement in social annotation47
Person, context and judgement: Exploring the potential of a theoretical model describing the role of information and communication technology in the doctoral research process46
Does gender matter in online courses? A view through the lens of the community of inquiry42
A meta-analysis of the moderating role of prior learning experience and mandatory participation on factors influencing MOOC learners’ continuance intention42
Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach37
Designing flipped learning in initial teacher education: The experiences of two teacher educators36
Upskilling teachers to use generative artificial intelligence: The TPTP approach for sustainable teacher support and development34
360 VR (virtual reality) Educator: Transforming teachers into interactive content creators29
Digital well-being begins with inclusion: A systematic review of videoconferencing guidelines for equitable learning27
University students with special needs: Investigating factors influencing e-learning adoption27
Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context22
Defining an effective approach to blended learning in higher education: A systematic review22
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