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 2021-11-01 to 2025-11-01.)
ArticleCitations
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion94
Why do students disengage from online courses?51
Editorial Board49
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning46
Improving serious games by crowdsourcing feedback from the STEAM online gaming community42
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement41
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback40
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities40
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity39
Using trace data to enhance Students' self-regulation: A learning analytics perspective37
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students36
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction31
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms29
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions28
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories28
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai26
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom25
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach25
Digital diaries supporting self-regulated learning during in-person and online transitions22
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm22
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations22
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments21
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities19
The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education18
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing18
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability17
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence16
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation14
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students14
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes14
Editorial Board14
Benefits of additional online practice opportunities in higher education13
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study13
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle13
Maximizing effectiveness of AI-generated instructors through human-like behavior and dynamic visual cues in instructional videos: Evidence from an eye-tracking study12
Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies12
Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education12
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education11
Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis11
Self-presentation and social networking online: The professional identity of PhD students in HCI11
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students10
Evaluating the impact of online course development and teaching certificate academy on university faculty teaching practices through student learning experiences and faculty perceptions10
The use of generative AI by students with disabilities in higher education10
Temporal structuring in asynchronous discussions: Designing for collaborative learning in online university courses10
Editorial Board10
Editorial Board10
Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining9
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course8
Editorial Board8
Investigating the combined effects of role assignment and discussion timing in a blended learning environment8
Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students8
Initiating and maintaining student-instructor rapport in online classes8
The impact of role assignment on social presence in online discussions: A mixed-method study8
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies7
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement7
Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory7
Editorial Board7
Building a critically transformative community of inquiry in an online undergraduate program6
Editorial Board5
Does professional development for online instruction improve student course outcomes?5
Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent5
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