OOIR: Observatory of International Research

Papers

(The median citation count of Distance Education is 2. 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 2021-09-01 to 2025-09-01.)

Article	Citations
Beyond design: The systemic nature of distance delivery mode selection	47
Exploring instructors’ cultural presence in online course design and delivery	43
Effects of personal and instructor goals on MOOC continuance intention	43
From open access to open science—Open education in transition	30
Addressing the challenging elements of distance education	29
Toward building a fair peer recommender to support help-seeking in online learning	26
Learning at a distance: recognising remote tutoring as a career	21
The online PhD dropout: narratives and meanings of withdrawal	19
Connecting learners to learning at a distance	19
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	18
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	18
Mapping racial justice to online teacher education	15
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	14
A synergistic framework for curricular flexibility in online collaborative learning	13
Universal design in online education: A systematic review	13
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	13
Pre-service teachers’ adaptability to blended teaching and its predictors	12
Photos from home: Integrating lived experience in a remote-learning environment	12
Promoting potential through purposeful inclusive assessment for distance learners	12
Examining online university classrooms through emotion work and feeling currencies	11
Developing an agentic engagement scale in a self-paced MOOC	11
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	11
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	11
Systemic considerations to support distance education environments	10
Characterization of approaches to online teaching in distance education courses	10

Do online teaching and social presences contribute to motivational growth?	10
Leveraging technology for animal anatomy practicals	10
Inclusive online and distance education for learners with dis/abilities	9
Explaining technical, social, and discursive participation in online mathematical discussions	9
Teachers’ motivating styles and students’ agentic engagement in online learning	9
Reimagining and reengineering education systems for the post-COVID-19 era	8
Design principles for holistic student formation in online programs	8
The effects of politeness in shaping discourse in online debates	7
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	7
The open master: A new model of transnational higher education	7
Examining online teaching practices in a K-12 setting	7
Identifying accessibility factors affecting learner inclusion in online university programs	6
Exploring differences between students’ interactions, online presence, and cognitive presence	6
Temporal-spatial and pedagogical flexibility in distance education	6
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	6
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	6
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	6
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	6
Enhanced learning engagement through teaching presence in online distance education	5
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	5
Silver linings for learning in the aftermath of the COVID-19 pandemic	5
Implementing distance learning design approaches: lessons from six impact narratives	5
A systems perspective on data and analytics for distance education	5
Understanding the role of online teaching assistants in student engagement	5
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	4
Advising college students with dis/abilities in online learning	4
In defense of expertise—Teachers, teaching, and teaching design	4
Students with mental health (dis)Abilities’ storied experiences within distance education	4
Effects of online teaching presence on students’ cognitive conflict and engagement	4
Beyond the virtual classroom: integrating artificial intelligence in online learning	4
The effectiveness of nudging key learning resources to support online engagement in higher education courses	4
Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design	4
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	4
Strategies to promote self-regulated learning for online diverse students	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
What contributed to students’ online learning satisfaction during the pandemic?	4
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	4
Leveraging explainability for discussion forum classification: Using confusion detection as an example	4
Fostering a sense of belonging through online qualification events	4
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	4
Introducing mesocredentials: Connecting MOOC achievement with academic credit	4
Examining gains and pains of a new virtual internship design	4
Are we close(d)? Debating the openness paradox in science	4
Designing MOOCs in South America towards open and equitable education	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
“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences	3
Investigating students’ experience of online/distance education with photovoice during COVID-19	3
A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	3

“It feels real”: Events management and online experiential learning in COVID-19	3
Factors influencing faculty’s online teaching decisions	3
Utilizing the Learner Variability Navigator to support inclusive instructional design	3
Home broadband and student engagement during COVID-19 emergency remote teaching	3
Gamified online course design: a scoping review of the research	3
Conceptualising distance doctoral study after COVID-19: are we post-distance now?	3
Fifty years of open education policy and practice in Australia	3
Practical learning in hybrid environments: Can remote learning be active, authentic, and real?	3
Implementing a competency-based assessment approach to micro-credentials	2
The case for deliberate design of the student learning experience	2
What impacts learning at a distance	2
Parental support challenges for K-12 student online engagement	2
Becoming scholarly practitioners: creating community in online professional doctoral education	2
The role of teachers’ social support in students’ emotional and cognitive presences in online learning	2
Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand	2
Enhancing learners’ sense of belonging in online threaded discussions	2
Decolonizing digital learning: equity through intentional course design	2
Exploring the relationships among the dimensions of a community of inquiry in an online learning environment	2
Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories	2
Using learner engagement patterns for predictive modeling in a MicroMasters program	2
Pressure on the system: increasing flexible learning through distance education	2
The motivation to earn digital badges: a large-scale study of online courses	2
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	2
Measuring learner–content interaction in digitally augmented learning experiences	2
Higher education leaders’ perspectives of accessible and inclusive online learning	2
Open education in closed-loop systems: Enabling closures and open loops	2
Research trends in online distance learning during the COVID-19 pandemic	2
The role of teaching presence in students’ behavioral engagement	2
Satisfaction with learning materials in relation to volitional competence and behavioral intention in open and flexible learning environments	2