OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Computing in Higher Education is 22. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Wild brooms and learning analytics	163
The effect of the flipped classroom approach on creative thinking, self-esteem, and social interaction of English foreign language learners in intermediate level	65
Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning	65
Not now, maybe later: the mediating influence of techno-overload on the relationship between academic self-efficacy and procrastination	53
Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review	45
Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices	41
A measurement of faculty views on the meaning and value of student privacy	40
Adoption of open educational resources in the global south	36
A critique of calculation and optionalization applied to online/blended course design	32
Effects and acceptability of virtual reality to facilitate mindfulness practice in university students	32
Mobile-based artificial intelligence chatbot for self-regulated learning in a hybrid flipped classroom	31
Investigating the influencing factors of the intention to continue using MOOCs: the perspective of modified TAM with TDT	30
Exploring satisfaction of online teaching faculty from a Job Demands-Resources model perspective: the mediating roles of emotional exhaustion and motivation	28
Empowering student engagement: the dynamics of learner traits in digital feedback environments	28
HyFlex course design: outcomes, challenges, and supports for students and instructors	27
Effectiveness of gamification on team building activities to improve student learning experiences in online courses	27
A note from the advisory board	27
Process and summative assessment of groups’ collaborative knowledge building	25
Online laboratories and virtual experimentation in higher education from a sociotechnical-pedagogical design perspective	24
Evaluating the design of digital tools for the transition to an e-continuous assessment in higher education	24
Design-based research to develop design principles for collaborative learning in asynchronous distributed online groups	23
Profiles of students’ behavioral engagement and their associations to academic motivation in online learning	23
Digital literacy of English majors: subjective versus objective assessment	22
Accessible and inclusive online learning in higher education: a review of the literature	22