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 2022-01-01 to 2026-01-01.)

Article	Citations
Beyond design: The systemic nature of distance delivery mode selection	46
Exploring instructors’ cultural presence in online course design and delivery	33
From open access to open science—Open education in transition	32
Effects of personal and instructor goals on MOOC continuance intention	28
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa	22
Connecting learners to learning at a distance	21
The online PhD dropout: narratives and meanings of withdrawal	21
Deepening the focus on microcredentials—labour market sector relevance, quality and inclusion: a critical commentary	19
Addressing the challenging elements of distance education	17
Toward building a fair peer recommender to support help-seeking in online learning	16
Learning at a distance: recognising remote tutoring as a career	16
“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment	15
Online higher education student engagement: finding flow	14
Pre-service teachers’ adaptability to blended teaching and its predictors	14
Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning	14
A synergistic framework for curricular flexibility in online collaborative learning	14
Photos from home: Integrating lived experience in a remote-learning environment	13
Examining online university classrooms through emotion work and feeling currencies	13
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	13
Mapping racial justice to online teacher education	12
Promoting potential through purposeful inclusive assessment for distance learners	12
Systemic considerations to support distance education environments	11
Exploring (in)dependent learning in a cross-institutional project about perceptions of learning	11
Universal design in online education: A systematic review	11
Inclusive online and distance education for learners with dis/abilities	10

Explaining technical, social, and discursive participation in online mathematical discussions	10
Teachers’ motivating styles and students’ agentic engagement in online learning	10
Leveraging technology for animal anatomy practicals	9
Characterization of approaches to online teaching in distance education courses	9
Developing an agentic engagement scale in a self-paced MOOC	9
Do online teaching and social presences contribute to motivational growth?	8
The open master: A new model of transnational higher education	7
Design principles for holistic student formation in online programs	7
Exploring differences between students’ interactions, online presence, and cognitive presence	7
Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students	7
Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education	7
Investigating working adult learners’ feedback literacy in online project-based learning: a convergent mixed methods study	7
Examining online teaching practices in a K-12 setting	7
Temporal-spatial and pedagogical flexibility in distance education	7
Reimagining and reengineering education systems for the post-COVID-19 era	7
The effects of politeness in shaping discourse in online debates	7
Iterative design of non-disposable assignments for metacognitive development in online-learning	7
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	6
Asynchronous and synchronous remote teaching and academic outcomes during COVID-19	6
A systems perspective on data and analytics for distance education	6
Identifying accessibility factors affecting learner inclusion in online university programs	6
Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal	6
Silver linings for learning in the aftermath of the COVID-19 pandemic	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
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
Implementing distance learning design approaches: lessons from six impact narratives	5
Advising college students with dis/abilities in online learning	5
Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design	5
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience	5
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
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	5
Experiences of disabled students in online education: a systematic review	5
Strategies to promote self-regulated learning for online diverse students	4
Threats and tensions for open, flexible, and distance learning post-COVID-19	4
Allied health clinical placements with a remote supervision model: Students’ and clinical educators’ perceptions	4
Interaction in online postgraduate learning: what makes a good forum?	4
Investigating students’ experience of online/distance education with photovoice during COVID-19	4
What contributed to students’ online learning satisfaction during the pandemic?	4
Fostering a sense of belonging through online qualification events	4
Students with mental health (dis)Abilities’ storied experiences within distance education	4
Are we close(d)? Debating the openness paradox in science	4
Beyond the virtual classroom: integrating artificial intelligence in online learning	4
In defense of expertise—Teachers, teaching, and teaching design	4
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education	4
Introducing mesocredentials: Connecting MOOC achievement with academic credit	4
Examining gains and pains of a new virtual internship design	4

Conceptualising distance doctoral study after COVID-19: are we post-distance now?	4
Fifty years of open education policy and practice in Australia	3
Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic	3
Factors influencing faculty’s online teaching decisions	3
Designing MOOCs in South America towards open and equitable education	3
“It feels real”: Events management and online experiential learning in COVID-19	3
Gamified online course design: a scoping review of the research	3
“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences	3
Online physics laboratory course: United Kingdom Professional Standards Framework perspective from Walailak University, Thailand	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
Utilizing the Learner Variability Navigator to support inclusive instructional design	3
The motivation to earn digital badges: a large-scale study of online courses	3
Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design	3
A SeNA-based study of in-service teachers’ interaction patterns in an online learning community	3