OOIR: Observatory of International Research

Papers

(The median citation count of Internet and Higher Education is 6. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	110
Investigating the relationship between collaborative design, online learning and educator integrated professional development	97
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	73
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	73
Experiential learning through simulations in fully online asynchronous courses: Exploring the role of self-debriefing	62
Why do students disengage from online courses?	59
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	48
Interdisciplinary differences in hybrid courses: A study in biology & communication	48
Editorial Board	40
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	36
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students	35
Editorial Board	33
Scaling up online professional development through institution-initiated blended learning programs in higher education	33
Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes	32
Learning analytics in higher education – Stakeholders, strategy and scale	27
Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses	27
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course	26
Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing	26
Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19	26
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	25
Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment	24
Editorial Board	22
Editorial Board	22
Information search behavior in fragile and conflict-affected learning contexts	22
Social presence and teacher involvement: The link with expectancy, task value, and engagement	20

College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	19
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	18
Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices	17
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	17
Using trace data to enhance Students' self-regulation: A learning analytics perspective	17
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	17
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	16
Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing	14
Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities	14
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	13
Does psychological capital and social support impact engagement and burnout in online distance learning students?	13
An exploratory latent class analysis of student expectations towards learning analytics services	13
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	11
Why college students procrastinate in online courses: A self-regulated learning perspective	11
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education	11
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	11
Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis	10
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	10
Editorial Board	9
Editorial Board	9
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading	8
Editorial Board	8
Editorial Board	8
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	8
Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool	7
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	7
Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy	7
The impact of role assignment on social presence in online discussions: A mixed-method study	7
Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses	7
Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief	7
Initiating and maintaining student-instructor rapport in online classes	6
Benefits of additional online practice opportunities in higher education	6
Examining nontraditional graduate students' experiences with video feedback in a fully online course	6
Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model	6
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement	6