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 2021-08-01 to 2025-08-01.)

Article	Citations
Why do students disengage from online courses?	105
Editorial Board	88
Improving serious games by crowdsourcing feedback from the STEAM online gaming community	67
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion	42
Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning	42
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities	39
Using trace data to enhance Students' self-regulation: A learning analytics perspective	35
Does psychological capital and social support impact engagement and burnout in online distance learning students?	34
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students	34
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback	34
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity	34
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction	32
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions	31
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories	29
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms	25
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	23
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach	23
Digital diaries supporting self-regulated learning during in-person and online transitions	22
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom	22
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations	21
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments	20
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science	20
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	17
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
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students	15
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes	15