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 2021-08-01 to 2025-08-01.)

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	42
From open access to open science—Open education in transition	26
Addressing the challenging elements of distance education	24
Toward building a fair peer recommender to support help-seeking in online learning	23
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	21
The online PhD dropout: narratives and meanings of withdrawal	19
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	18
Learning at a distance: recognising remote tutoring as a career	18
Mapping racial justice to online teacher education	17
A synergistic framework for curricular flexibility in online collaborative learning	13
Universal design in online education: A systematic review	13
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	13
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	13
Examining online university classrooms through emotion work and feeling currencies	12
Photos from home: Integrating lived experience in a remote-learning environment	12
Pre-service teachers’ adaptability to blended teaching and its predictors	12
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	11
Systemic considerations to support distance education environments	11
Promoting potential through purposeful inclusive assessment for distance learners	11
Do online teaching and social presences contribute to motivational growth?	11
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	10
Developing an agentic engagement scale in a self-paced MOOC	10
Leveraging technology for animal anatomy practicals	10

Inclusive online and distance education for learners with dis/abilities	10
Characterization of approaches to online teaching in distance education courses	9
Teachers’ motivating styles and students’ agentic engagement in online learning	9
Explaining technical, social, and discursive participation in online mathematical discussions	9
Design principles for holistic student formation in online programs	8
Reimagining and reengineering education systems for the post-COVID-19 era	8
The open master: A new model of transnational higher education	7
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	7
Temporal-spatial and pedagogical flexibility in distance education	7
The effects of politeness in shaping discourse in online debates	7
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	6
Examining online teaching practices in a K-12 setting	6
Identifying accessibility factors affecting learner inclusion in online university programs	6
Exploring differences between students’ interactions, online presence, and cognitive presence	6
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	6
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	6
Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis	5
Silver linings for learning in the aftermath of the COVID-19 pandemic	5
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	5
Enhanced learning engagement through teaching presence in online distance education	5
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	5
A systems perspective on data and analytics for distance education	5
Understanding the role of online teaching assistants in student engagement	5
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	4
Introducing mesocredentials: Connecting MOOC achievement with academic credit	4
Are we close(d)? Debating the openness paradox in science	4
Advising college students with dis/abilities in online learning	4
Fostering a sense of belonging through online qualification events	4
Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning 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
Examining gains and pains of a new virtual internship design	4
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	4
Leveraging explainability for discussion forum classification: Using confusion detection as an example	4
Implementing distance learning design approaches: lessons from six impact narratives	4
In defense of expertise—Teachers, teaching, and teaching design	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
Strategies to promote self-regulated learning for online diverse students	4
What contributed to students’ online learning satisfaction during the pandemic?	4
Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course	4
The effectiveness of nudging key learning resources to support online engagement in higher education courses	4
Investigating students’ experience of online/distance education with photovoice during COVID-19	3
Decolonizing online learning: a reflective approach to equitable pedagogies	3
Practical learning in hybrid environments: Can remote learning be active, authentic, and real?	3
Fifty years of open education policy and practice in Australia	3
“It feels real”: Events management and online experiential learning in COVID-19	3
Home broadband and student engagement during COVID-19 emergency remote teaching	3
Designing MOOCs in South America towards open and equitable education	3
A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	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
Conceptualising distance doctoral study after COVID-19: are we post-distance now?	3
Gamified online course design: a scoping review of the research	3
Beyond the virtual classroom: integrating artificial intelligence in online learning	3
Factors influencing faculty’s online teaching decisions	3
Utilizing the Learner Variability Navigator to support inclusive instructional design	3
Research trends in online distance learning during the COVID-19 pandemic	2
The role of teaching presence in students’ behavioral engagement	2
Parental support challenges for K-12 student online engagement	2
Using learner engagement patterns for predictive modeling in a MicroMasters program	2
Becoming scholarly practitioners: creating community in online professional doctoral education	2
Satisfaction with learning materials in relation to volitional competence and behavioral intention in open and flexible learning environments	2
Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand	2
Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories	2
Higher education leaders’ perspectives of accessible and inclusive online learning	2
Exploring the relationships among the dimensions of a community of inquiry in an online learning environment	2
Implementing a competency-based assessment approach to micro-credentials	2
Pressure on the system: increasing flexible learning through distance education	2
Enhancing learners’ sense of belonging in online threaded discussions	2
The motivation to earn digital badges: a large-scale study of online courses	2
What impacts learning at a distance	2
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	2
The case for deliberate design of the student learning experience	2
Open education in closed-loop systems: Enabling closures and open loops	2
The role of teachers’ social support in students’ emotional and cognitive presences in online learning	2