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 2020-11-01 to 2024-11-01.)

Article	Citations
Student perspectives on how different elements of constructive alignment support active learning	32
Fostering self-regulated learning in higher education: Making self-regulation visible	30
Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students	27
Mapping pedagogical touchpoints: Exploring online student engagement and course design	23
“It made me feel like it was okay to be wrong”: Student experiences with ungrading	18
The creation of a nudging protocol to support online student engagement in higher education	16
Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms	13
The casual within the formal: A model and measure of informal learning in higher education	11
College student engagement in OER design projects: Impacts on attitudes, motivation, and learning	8
The impact of team-based learning on students’ perceptions of classroom community	8
‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students	8
Supporting students’ active learning with a computer based tool	8
Play like a team in teams: A typology of online cognitive-social learning engagement	8
Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction	8
Refining active learning design principles through design-based research	7
Use of interactive storytelling trailers to engage students in an online learning environment	7
Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development	7
Science to practice: Does gamification enhance intrinsic motivation?	7
Improving academic performance: Strengthening the relation between theory and practice through prompted reflection	7
University-based sport and social clubs and their contribution to the development of graduate attributes	6
Conceptualizations of active learning in departments engaged in instructional change efforts	5
To cheat or not to cheat? An investigation into the ethical behaviors of generation Z	5
Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomes	5
Separated by spaces: Undergraduate students re-sort along attitude divides when choosing whether to learn in spaces designed for active learning	4
Effective engagement strategies in HyFlex modality based on intrinsic motivation in students	4

‘A sense of community and camaraderie’: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool	4
A framework for capturing student learning in challenge-based learning	4
The educator’s experience of using flipped classrooms in a higher education setting	4
Comparing strategies for active participation of students in group discussions	3
Helping higher education students succeed: An examination of student attributes and academic grade performance	3
Team satisfaction, identity, and trust: a comparison of face-to-face and virtual student teams	3
Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment	3
Student perceptions: How virtual student-led talking circles promote engagement, social connectedness, and academic benefit	3
The impact of course format on student perceptions of the classroom learning environment and teamwork	3
The impact of feedback mode on learning gain and self-efficacy: A quasi-experimental study	3
Fostering university students’ learning performance using the one-take video approach	2
Communities of practice or communicative rationality? A study of autonomous peer assisted learning	2
Changes in the socially shared regulation, academic emotions, and product performance in venue-based collaborative learning	2
Displaying the teacher’s slideshow on students’ devices prevents multitasking and promotes engagement during lectures	2
The student voice for social justice pedagogical method: Learning outcomes and challenges	2
The combination of segmentation and self-explanation to enhance video-based learning	2
Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment through non-evaluative peer observation	2
Overconfidence and its link with feedback	2
Faculty course evaluations and class size	2
Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment	2
The impact of formation and diversity on student team conflict	1
The effects of segmentation design and drawing on video learning: A mediation analysis	1
Performance reviews as an active method to improve feedback and performance	1
Factors associated with instructor and peer pre-help-seeking interactions among community college students	1
Collaborative learning as constructivist practice: An exploratory qualitative descriptive study of faculty approaches to student group work	1
Experiencing autonomous futures: Engaged learning with next generation technology	1
Editorial	1
Asking students about their fit with the university: A response surface analysis of demands-abilities fit	1
The case for case studies: Dialogic engagement and case study creation in a higher education classroom	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
Let’s do this together: Do the quantity and the quality of collaborative learning predict achievement among college students?	1
Assessment of student debates in support of active learning? Students’ perceptions of a debate-based oral final exam	1
Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts	1
Using cross-course peer grading with content expertise, anonymity, and perceived justice	1
Paper versus online quizzes: Which is more effective?	1
Reading racism-themed YAL through the lens of intersectionality: Complicating social justice thinking	1