OOIR: Observatory of International Research

Papers

(The TQCC of Internet and Higher Education is 16. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Why do students disengage from online courses?	118
Editorial Board	100
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	82
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	77
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	60
Using trace data to enhance Students' self-regulation: A learning analytics perspective	54
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	50
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	41
Why college students procrastinate in online courses: A self-regulated learning perspective	40
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	37
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	33
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	31
Does psychological capital and social support impact engagement and burnout in online distance learning students?	31
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	30
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	28
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	27
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	26
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chai	26
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	24
Digital diaries supporting self-regulated learning during in-person and online transitions	23
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations	22
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	22
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science	22
More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle	21
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	18

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	18
Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses	18
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	16
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	16
Information search behavior in fragile and conflict-affected learning contexts	16
An exploratory latent class analysis of student expectations towards learning analytics services	16