OOIR: Observatory of International Research

Papers

(The TQCC of Internet and Higher Education is 17. 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 2020-04-01 to 2024-04-01.)

Article	Citations
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?	112
Experts speaking: Crucial teacher attributes for implementing blended learning in higher education	112
Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program	72
From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education	71
More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle	67
Using clickstream data to measure, understand, and support self-regulated learning in online courses	66
The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study	62
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness	59
Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning	47
Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach	47
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?	45
Educator perspectives on learning analytics in classroom practice	43
Does psychological capital and social support impact engagement and burnout in online distance learning students?	42
Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes	37
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners	34
Big five, linguistic styles, and successful online learning	33
Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing	32
Implementing learning analytics for learning impact: Taking tools to task	31
Re-imagining ‘Learning Analytics’ … a case for starting again?	31
Why college students procrastinate in online courses: A self-regulated learning perspective	30
Modality motivation: Selection effects and motivational differences in students who choose to take courses online	27
How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals	26
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies	24
Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities	23
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education	21

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19	19
Staff and students perception of lecture capture	17
Using trace data to enhance Students' self-regulation: A learning analytics perspective	17
Leveraging the community of inquiry framework to support web-based simulations in disaster studies	17
An exploratory latent class analysis of student expectations towards learning analytics services	17
Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model	17