OOIR: Observatory of International Research

Papers

(The TQCC of Internet and Higher Education is 14. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Editorial Board	112
Why do students disengage from online courses?	93
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	69
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	46
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	43
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement	42
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	42
Does psychological capital and social support impact engagement and burnout in online distance learning students?	38
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	38
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	38
Using trace data to enhance Students' self-regulation: A learning analytics perspective	37
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	36
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	34
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	32
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	27
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	25
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	25
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	25
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
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science	22
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	21
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	20
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm	20

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	20
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation	17
The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education	16
An exploratory latent class analysis of student expectations towards learning analytics services	16
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	16
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	15
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	15
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	14
Benefits of additional online practice opportunities in higher education	14
Editorial Board	14