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 2021-05-01 to 2025-05-01.)

Article	Citations
Why do students disengage from online courses?	112
Editorial Board	99
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	78
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	75
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	59
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	52
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	49
Does psychological capital and social support impact engagement and burnout in online distance learning students?	38
Why college students procrastinate in online courses: A self-regulated learning perspective	36
Using trace data to enhance Students' self-regulation: A learning analytics perspective	36
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	32
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	28
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	28
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	27
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	27
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	26
Digital diaries supporting self-regulated learning during in-person and online transitions	24
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	23
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science	23
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing	22
More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle	22
Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses	20
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities	20
Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence	18

Information search behavior in fragile and conflict-affected learning contexts	17
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	15
An exploratory latent class analysis of student expectations towards learning analytics services	15
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	15
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability	15