Internet and Higher Education

Papers
(The median citation count of Internet and Higher 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.)
ArticleCitations
Why do students disengage from online courses?105
Editorial Board88
Improving serious games by crowdsourcing feedback from the STEAM online gaming community67
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion42
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning42
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities39
Using trace data to enhance Students' self-regulation: A learning analytics perspective35
Does psychological capital and social support impact engagement and burnout in online distance learning students?34
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students34
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback34
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity34
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction32
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions31
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories29
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms25
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai23
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach23
Digital diaries supporting self-regulated learning during in-person and online transitions22
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom22
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations21
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments20
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science20
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities18
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing17
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence16
An exploratory latent class analysis of student expectations towards learning analytics services16
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes15
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability15
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students15
Editorial Board14
Benefits of additional online practice opportunities in higher education12
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies12
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study12
Self-presentation and social networking online: The professional identity of PhD students in HCI11
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle11
Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education11
Editorial Board11
Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis10
Value creation and identity in cross-organizational communities of practice: A learner's perspective10
The use of generative AI by students with disabilities in higher education9
Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment9
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education9
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students9
Editorial Board9
Editorial Board9
Editorial Board8
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course7
Investigating the combined effects of role assignment and discussion timing in a blended learning environment7
Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining7
Initiating and maintaining student-instructor rapport in online classes7
The impact of role assignment on social presence in online discussions: A mixed-method study7
Building a critically transformative community of inquiry in an online undergraduate program6
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement6
Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory6
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies6
Editorial Board6
Does professional development for online instruction improve student course outcomes?5
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