OOIR: Observatory of International Research

Papers

(The TQCC of Internet and Higher Education is 15. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Editorial Board	100
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	65
Why do students disengage from online courses?	49
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	49
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	46
Changes in online engagement at the within-person level, profiles, dynamics and association with achievement	44
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	44
Using trace data to enhance Students' self-regulation: A learning analytics perspective	43
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	42
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	40
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	39
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	38
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	38
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	37
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	30
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	27
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	27
Digital diaries supporting self-regulated learning during in-person and online transitions	25
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	25
Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm	24
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	23
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations	22
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	20
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	20
The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation	19

The affordances of Artificial Intelligence (AI) and ethical considerations across the instruction cycle: A systematic review of AI in online higher education	19
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	19
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	18
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	17
Editorial Board	17
Benefits of additional online practice opportunities in higher education	16
Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment	16
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle	15
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	15
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study	15