OOIR: Observatory of International Research

Papers

(The median citation count of Active Learning in Higher Education is 1. 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
From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes	60
Fostering self-regulated learning in higher education: Making self-regulation visible	21
Student perspectives on how different elements of constructive alignment support active learning	19
Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students	18
Investigating the combined effects of group size and group composition in online discussion	17
Mapping pedagogical touchpoints: Exploring online student engagement and course design	16
Student engagement: The impact of positive psychology interventions on students	12
The creation of a nudging protocol to support online student engagement in higher education	11
Supporting students’ active learning with a computer based tool	8
College student engagement in OER design projects: Impacts on attitudes, motivation, and learning	7
Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutors	7
The impact of team-based learning on students’ perceptions of classroom community	6
Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction	6
Improving academic performance: Strengthening the relation between theory and practice through prompted reflection	6
Play like a team in teams: A typology of online cognitive-social learning engagement	6
The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation	6
“It made me feel like it was okay to be wrong”: Student experiences with ungrading	6
Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms	6
Science to practice: Does gamification enhance intrinsic motivation?	5
Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development	5
The casual within the formal: A model and measure of informal learning in higher education	5
University-based sport and social clubs and their contribution to the development of graduate attributes	4
Use of interactive storytelling trailers to engage students in an online learning environment	4
Refining active learning design principles through design-based research	4
‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students	4

Separated by spaces: Undergraduate students re-sort along attitude divides when choosing whether to learn in spaces designed for active learning	4
Conceptualizations of active learning in departments engaged in instructional change efforts	3
‘A sense of community and camaraderie’: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool	3
To cheat or not to cheat? An investigation into the ethical behaviors of generation Z	3
Comparing strategies for active participation of students in group discussions	2
Effective engagement strategies in HyFlex modality based on intrinsic motivation in students	2
The combination of segmentation and self-explanation to enhance video-based learning	2
The educator’s experience of using flipped classrooms in a higher education setting	2
Displaying the teacher’s slideshow on students’ devices prevents multitasking and promotes engagement during lectures	2
Communities of practice or communicative rationality? A study of autonomous peer assisted learning	2
Team satisfaction, identity, and trust: a comparison of face-to-face and virtual student teams	2
Overconfidence and its link with feedback	2
The impact of course format on student perceptions of the classroom learning environment and teamwork	2
Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomes	2
Let’s do this together: Do the quantity and the quality of collaborative learning predict achievement among college students?	1
Fostering university students’ learning performance using the one-take video approach	1
Editorial	1
Paper versus online quizzes: Which is more effective?	1
Student perceptions: How virtual student-led talking circles promote engagement, social connectedness, and academic benefit	1
Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment through non-evaluative peer observation	1
Editorial	1
Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment	1
Helping higher education students succeed: An examination of student attributes and academic grade performance	1
Reflection on peer reviewing as a pedagogical tool in higher education	1
Reducing free-riding in group projects in line with students’ preferences: Does it matter if there is more at stake?	1
Changes in the socially shared regulation, academic emotions, and product performance in venue-based collaborative learning	1
Faculty course evaluations and class size	1
Asking students about their fit with the university: A response surface analysis of demands-abilities fit	1
Using cross-course peer grading with content expertise, anonymity, and perceived justice	1
The impact of feedback mode on learning gain and self-efficacy: A quasi-experimental study	1
Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment	1