OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Educational Technology in Higher Education is 51. 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
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	1072
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	839
Qualitatively different teacher experiences of teaching with generative artificial intelligence	759
Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings	497
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	478
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	320
Social anxiety in digital learning environments: an international perspective and call to action	260
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	250
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	241
Co-designing AI-powered learning analytics: bringing students and teachers together	231
Flipped classroom in higher education: a systematic literature review and research challenges	218
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	217
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	207
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	190
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	170
Developing an AI framework for learning in higher education: a humanities perspective from English Literature	170
Student reactions to AI versus human feedback in teamwork skills assessment	141
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	138
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	134
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	133
Feedback sources in essay writing: peer-generated or AI-generated feedback?	132
Empowering students’ agentive engagement through formative assessment in online learning environment	123
An early warning system to identify and intervene online dropout learners	116
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	116
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	113

(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	102
Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	102
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	98
The university students’ self-regulated effort, flexibility and satisfaction in distance education	95
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	84
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	79
Prompt engineering in higher education: a systematic review to help inform curricula	75
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	73
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	71
The value of GenAI for peer feedback provision: student perceptions and impacts	70
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	69
Simple techniques to bypass GenAI text detectors: implications for inclusive education	68
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	67
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	66
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation	66
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	62
A scoping review on how generative artificial intelligence transforms assessment in higher education	62
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	59
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	59
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	57
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	55
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	55
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	54
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	52
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	52
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	51