OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Educational Technology in Higher Education is 49. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	923
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	746
Social anxiety in digital learning environments: an international perspective and call to action	691
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	423
Qualitatively different teacher experiences of teaching with generative artificial intelligence	386
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	268
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	230
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	223
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	216
Flipped classroom in higher education: a systematic literature review and research challenges	201
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	192
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	189
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	178
An early warning system to identify and intervene online dropout learners	162
Empowering students’ agentive engagement through formative assessment in online learning environment	157
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	150
Student reactions to AI versus human feedback in teamwork skills assessment	127
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	122
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	113
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	113
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	112
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course	112
Feedback sources in essay writing: peer-generated or AI-generated feedback?	109
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	104
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	97

Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	94
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	86
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	83
Prompt engineering in higher education: a systematic review to help inform curricula	82
The university students’ self-regulated effort, flexibility and satisfaction in distance education	80
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation	72
A scoping review on how generative artificial intelligence transforms assessment in higher education	70
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	68
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	67
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	67
Simple techniques to bypass GenAI text detectors: implications for inclusive education	60
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	60
The value of GenAI for peer feedback provision: student perceptions and impacts	59
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	59
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	58
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	58
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	53
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	52
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	51
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	50
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	50
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	50
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	50
Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement	49