OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Educational Technology in Higher Education is 34. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	719
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	593
Qualitatively different teacher experiences of teaching with generative artificial intelligence	552
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	348
Social anxiety in digital learning environments: an international perspective and call to action	317
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	268
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	252
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	211
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	201
The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment	192
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	168
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	158
Flipped classroom in higher education: a systematic literature review and research challenges	154
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	142
Empowering students’ agentive engagement through formative assessment in online learning environment	139
Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic	139
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course	127
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	121
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	117
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	116
An early warning system to identify and intervene online dropout learners	112
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	103
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	103
Feedback sources in essay writing: peer-generated or AI-generated feedback?	92
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	88

Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	82
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	81
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	72
Prompt engineering in higher education: a systematic review to help inform curricula	70
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	68
Emergency remote teaching in higher education: mapping the first global online semester	67
The university students’ self-regulated effort, flexibility and satisfaction in distance education	67
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	66
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	60
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	59
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	59
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	55
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation	54
A scoping review on how generative artificial intelligence transforms assessment in higher education	53
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	51
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	51
Simple techniques to bypass GenAI text detectors: implications for inclusive education	50
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	49
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	48
Instructional changes instigated by university faculty during the COVID-19 pandemic: the effect of individual, course and institutional factors	48
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	47
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	46
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	45
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	45
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	44
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	43
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	42
Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality	42
A snapshot in time: the next new normal and micro-credentials	41
The identity changes in online learning and teaching: instructors, learners, and learning management systems	40
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	39
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	39
Unveiling the dynamics and impact of emotional presence in collaborative learning	39
Adaptive e-learning environment based on learning styles and its impact on development students' engagement	38
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	38
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	38
Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students	37
A novel group cognitive graph approach for improving collaborative problem solving	35
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	34
Unpacking student engagement in higher education learning analytics: a systematic review	34
The digital competence of academics in higher education: is the glass half empty or half full?	34
Learning analytics to develop future competences in higher education: a case study	34