OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Educational Technology in Higher Education is 32. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	513
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	450
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	418
Social anxiety in digital learning environments: an international perspective and call to action	271
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	226
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	192
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	182
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	169
The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment	159
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	138
Flipped classroom in higher education: a systematic literature review and research challenges	131
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	129
Empowering students’ agentive engagement through formative assessment in online learning environment	120
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course	115
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	112
Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic	107
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	103
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	101
Feedback sources in essay writing: peer-generated or AI-generated feedback?	96
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	95
An early warning system to identify and intervene online dropout learners	95
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	91
Prompt engineering in higher education: a systematic review to help inform curricula	90
Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses	88
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	83

Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	80
Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	68
Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments	63
The university students’ self-regulated effort, flexibility and satisfaction in distance education	62
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation	61
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	58
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	51
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	51
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	50
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	47
Emergency remote teaching in higher education: mapping the first global online semester	47
A scoping review on how generative artificial intelligence transforms assessment in higher education	46
Simple techniques to bypass GenAI text detectors: implications for inclusive education	46
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	44
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	44
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	43
Alternatives to the conventional ‘Oxford’ tutorial model: a scoping review	43
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	43
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	42
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	41
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	41
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	41
Instructional changes instigated by university faculty during the COVID-19 pandemic: the effect of individual, course and institutional factors	40
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	39
A snapshot in time: the next new normal and micro-credentials	37
Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality	37
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	37
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	37
Unveiling the dynamics and impact of emotional presence in collaborative learning	36
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	36
Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students	35
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	35
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	34
The identity changes in online learning and teaching: instructors, learners, and learning management systems	34
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	34
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	33
Adaptive e-learning environment based on learning styles and its impact on development students' engagement	33
A novel group cognitive graph approach for improving collaborative problem solving	33
The digital competence of academics in higher education: is the glass half empty or half full?	33
Unpacking student engagement in higher education learning analytics: a systematic review	32
Paraphrase type identification for plagiarism detection using contexts and word embeddings	32
Learning analytics to develop future competences in higher education: a case study	32
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students	32