OOIR: Observatory of International Research

Papers

(The TQCC of Distance Education is 5. 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
Learning at a distance: recognising remote tutoring as a career	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	17
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
A synergistic framework for curricular flexibility in online collaborative learning	13
Photos from home: Integrating lived experience in a remote-learning environment	12
Pre-service teachers’ adaptability to blended teaching and its predictors	12
Examining online university classrooms through emotion work and feeling currencies	12
Promoting potential through purposeful inclusive assessment for distance learners	11
Do online teaching and social presences contribute to motivational growth?	11
Effectiveness of blended teaching in preservice teacher education: A meta-analysis	11
Systemic considerations to support distance education environments	11
Leveraging technology for animal anatomy practicals	10
Inclusive online and distance education for learners with dis/abilities	10
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
Teachers’ motivating styles and students’ agentic engagement in online learning	9
Explaining technical, social, and discursive participation in online mathematical discussions	9
Characterization of approaches to online teaching in distance education courses	9
Reimagining and reengineering education systems for the post-COVID-19 era	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
Temporal-spatial and pedagogical flexibility in distance education	7
The effects of politeness in shaping discourse in online debates	7
The open master: A new model of transnational higher education	7
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
Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes	6
Examining online teaching practices in a K-12 setting	6
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
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