OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Educational Technology in Higher Education is 36. 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
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	999
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	788
Qualitatively different teacher experiences of teaching with generative artificial intelligence	728
Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings	466
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	430
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	290
Social anxiety in digital learning environments: an international perspective and call to action	245
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	233
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	230
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	212
Flipped classroom in higher education: a systematic literature review and research challenges	206
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	204
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	191
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	173
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	161
Student reactions to AI versus human feedback in teamwork skills assessment	160
Developing an AI framework for learning in higher education: a humanities perspective from English Literature	131
Empowering students’ agentive engagement through formative assessment in online learning environment	129
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	127
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	125
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	124
Feedback sources in essay writing: peer-generated or AI-generated feedback?	119
An early warning system to identify and intervene online dropout learners	118
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course	111
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	107

Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	102
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	97
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	94
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	88
Prompt engineering in higher education: a systematic review to help inform curricula	87
The university students’ self-regulated effort, flexibility and satisfaction in distance education	76
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	76
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	72
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	69
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation	68
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	67
Simple techniques to bypass GenAI text detectors: implications for inclusive education	65
The value of GenAI for peer feedback provision: student perceptions and impacts	65
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	63
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	61
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	60
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	58
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	58
A scoping review on how generative artificial intelligence transforms assessment in higher education	55
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	54
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	53
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	53
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	52
Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement	51
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	51
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	51
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	48
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	46
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	46
A snapshot in time: the next new normal and micro-credentials	45
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	44
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	43
The identity changes in online learning and teaching: instructors, learners, and learning management systems	43
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	40
Unveiling the dynamics and impact of emotional presence in collaborative learning	40
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	40
Learning analytics to develop future competences in higher education: a case study	39
Effects of two scenario approaches for digital sobriety education among higher education students	38
A novel group cognitive graph approach for improving collaborative problem solving	38
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students	37
The digital competence of academics in higher education: is the glass half empty or half full?	36
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context	36
Unpacking student engagement in higher education learning analytics: a systematic review	36
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement	36
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	36