OOIR: Observatory of International Research

Papers

(The median citation count of Distance Education is 3. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Exploring instructors’ cultural presence in online course design and delivery	33
Effects of personal and instructor goals on MOOC continuance intention	30
From open access to open science—Open education in transition	30
The online PhD dropout: narratives and meanings of withdrawal	23
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	23
Connecting learners to learning at a distance	23
Learning at a distance: recognising remote tutoring as a career	22
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	20
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	18
Addressing the challenging elements of distance education	18
Photos from home: Integrating lived experience in a remote-learning environment	16
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	16
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	16
Pre-service teachers’ adaptability to blended teaching and its predictors	16
Promoting potential through purposeful inclusive assessment for distance learners	15
Examining online university classrooms through emotion work and feeling currencies	15
Mapping racial justice to online teacher education	13
Online higher education student engagement: finding flow	11
Universal design in online education: A systematic review	10
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	10
Leveraging technology for animal anatomy practicals	10
Inclusive online and distance education for learners with dis/abilities	9
Teachers’ motivating styles and students’ agentic engagement in online learning	9
Developing an agentic engagement scale in a self-paced MOOC	9
Explaining technical, social, and discursive participation in online mathematical discussions	9

Characterization of approaches to online teaching in distance education courses	9
Investigating working adult learners’ feedback literacy in online project-based learning: a convergent mixed methods study	8
The open master: A new model of transnational higher education	8
The danger of building walls around scientific knowledge: implications for higher education teaching and learning in the era of open science	8
Do online teaching and social presences contribute to motivational growth?	8
Design principles for holistic student formation in online programs	8
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	7
Exploring differences between students’ interactions, online presence, and cognitive presence	7
The effects of politeness in shaping discourse in online debates	7
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	7
Temporal-spatial and pedagogical flexibility in distance education	7
Examining online teaching practices in a K-12 setting	7
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	7
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	6
Understanding the role of online teaching assistants in student engagement	6
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	6
Silver linings for learning in the aftermath of the COVID-19 pandemic	6
Enhanced learning engagement through teaching presence in online distance education	6
How to define, operationalize, and improve quality of online interpersonal interaction in higher education: a scoping review	6
Iterative design of non-disposable assignments for metacognitive development in online-learning	6
Identifying accessibility factors affecting learner inclusion in online university programs	6
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	6
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	6
Course interactivity, college generation status, and learning experiences in online asynchronous courses	6
The effectiveness of nudging key learning resources to support online engagement in higher education courses	5
Leveraging explainability for discussion forum classification: Using confusion detection as an example	5
What contributed to students’ online learning satisfaction during the pandemic?	5
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	5
Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design	5
In defense of expertise—Teachers, teaching, and teaching design	5
Advising college students with dis/abilities in online learning	5
Implementing distance learning design approaches: lessons from six impact narratives	5
Cultivation and empowerment: new visions for quality distance education	5
Strategies to promote self-regulated learning for online diverse students	5
Network-based sentiment analysis: a novel framework for exploring learners’ emotions in MOOCs	4
Threats and tensions for open, flexible, and distance learning post-COVID-19	4
Interaction in online postgraduate learning: what makes a good forum?	4
Students with mental health (dis)Abilities’ storied experiences within distance education	4
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	4
Experiences of disabled students in online education: a systematic review	4
Fostering a sense of belonging through online qualification events	4
Beyond the virtual classroom: integrating artificial intelligence in online learning	4
A comprehensive model for evaluating the quality of online teacher feedback: development, validation, and educational implications	4
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	4
Are we close(d)? Debating the openness paradox in science	4
Examining gains and pains of a new virtual internship design	4
Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand	3
Using learner engagement patterns for predictive modeling in a MicroMasters program	3
“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences	3
A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	3

Practical learning in hybrid environments: Can remote learning be active, authentic, and real?	3
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	3
The motivation to earn digital badges: a large-scale study of online courses	3
Satisfaction with learning materials in relation to volitional competence and behavioral intention in open and flexible learning environments	3
Investigating students’ experience of online/distance education with photovoice during COVID-19	3
Designing MOOCs in South America towards open and equitable education	3
Gamified online course design: a scoping review of the research	3
Utilizing the Learner Variability Navigator to support inclusive instructional design	3
Fifty years of open education policy and practice in Australia	3
Sustaining the unsustainable? A historical and typological analysis of OER repository longevity	3
Higher education leaders’ perspectives of accessible and inclusive online learning	3
Conceptualising distance doctoral study after COVID-19: are we post-distance now?	3
Decolonizing online learning: a reflective approach to equitable pedagogies	3
Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design	3
“It feels real”: Events management and online experiential learning in COVID-19	3
Factors influencing faculty’s online teaching decisions	3