International Journal of Educational Technology in Higher Education

Papers
(The median citation count of International Journal of Educational Technology in Higher Education is 11. 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.)
ArticleCitations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark719
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools593
Qualitatively different teacher experiences of teaching with generative artificial intelligence552
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs348
Social anxiety in digital learning environments: an international perspective and call to action317
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?268
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach252
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes211
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?201
The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment192
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures168
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching158
Flipped classroom in higher education: a systematic literature review and research challenges154
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement142
Empowering students’ agentive engagement through formative assessment in online learning environment139
Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic139
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course127
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university121
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance117
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving116
An early warning system to identify and intervene online dropout learners112
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education103
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes103
Feedback sources in essay writing: peer-generated or AI-generated feedback?92
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination88
Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching82
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions81
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students72
Prompt engineering in higher education: a systematic review to help inform curricula70
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!68
Emergency remote teaching in higher education: mapping the first global online semester67
The university students’ self-regulated effort, flexibility and satisfaction in distance education67
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students66
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy60
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology59
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences59
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality55
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation54
A scoping review on how generative artificial intelligence transforms assessment in higher education53
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis51
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone51
Simple techniques to bypass GenAI text detectors: implications for inclusive education50
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning49
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures48
Instructional changes instigated by university faculty during the COVID-19 pandemic: the effect of individual, course and institutional factors48
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior47
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs46
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students45
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies45
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback44
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs43
Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality42
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence42
A snapshot in time: the next new normal and micro-credentials41
The identity changes in online learning and teaching: instructors, learners, and learning management systems40
Unveiling the dynamics and impact of emotional presence in collaborative learning39
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review39
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills39
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor38
Adaptive e-learning environment based on learning styles and its impact on development students' engagement38
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance38
Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students37
A novel group cognitive graph approach for improving collaborative problem solving35
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation34
Unpacking student engagement in higher education learning analytics: a systematic review34
The digital competence of academics in higher education: is the glass half empty or half full?34
Learning analytics to develop future competences in higher education: a case study34
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students33
Paraphrase type identification for plagiarism detection using contexts and word embeddings33
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context32
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement31
Platform-independent and curriculum-oriented intelligent assistant for higher education30
Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits28
Assessment of AI ethical reflection: the development and validation of the AI ethical reflection scale (AIERS) for university students28
Correction to: Emergency remote teaching in higher education: mapping the first global online semester28
Development guidelines for individual digital study assistants in higher education28
Higher education futures at the intersection of justice, hope, and educational technology27
How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis27
A longitudinal study of interplay between student engagement and self-regulation27
Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI27
Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study26
Feminist trends in distance and hybrid higher education: a scoping review26
Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data25
A network approach to understanding distance learners’ experience of stress and mental distress whilst studying24
Game-based assessment framework for virtual reality, augmented reality and digital game-based learning24
Generative AI and re-weaving a pedagogical horizon of social possibility24
Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration24
Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment24
Artificial intelligence in higher education: the state of the field23
Debugging behaviors of early childhood teacher candidates with or without scaffolding23
Role of AI chatbots in education: systematic literature review23
Dropout in online higher education: a systematic literature review23
Flipping an on-campus general English course: a focus on technology complexity of instruction and learners’ levels of impulsivity22
Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors22
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs22
A novel taxonomy of student-generated video styles21
Are flipped classrooms less stressful and more successful? An experimental study on college students21
Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?21
Exploring predictors of instructional resilience during emergency remote teaching in higher education21
What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning20
Exploring language needs of college transfer students with learning analytics: towards a more equitable experience20
Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science20
Effects of captions, transcripts and reminders on learning and perceptions of lecture capture20
Toward just and equitable micro-credentials: an Australian perspective19
Integrating AI in higher education: factors influencing ChatGPT acceptance among Chinese university EFL students19
Learning analytics dashboard: a tool for providing actionable insights to learners19
Development and validation of students’ digital competence scale (SDiCoS)18
Teachers’ digital competencies in higher education: a systematic literature review18
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes18
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process18
An integrated approach for knowledge extraction and analysis in collaborative knowledge construction18
Examining voice and choice in online learning17
A micro-credentialing methodology for improved recognition of HE employability skills17
Leveraging Wikipedia for educational innovation: a higher education course model for enhancing students’ competencies and collaborative knowledge creation17
Social networking sites use and college students’ academic performance: testing for an inverted U-shaped relationship using automated mobile app usage data17
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning17
Beyond content delivery: harnessing emotional intelligence for community building in fully online digital spaces16
The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning15
Early-warning prediction of student performance and engagement in open book assessment by reading behavior analysis15
Correction: Role of AI chatbots in education: systematic literature review14
Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills14
Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions14
Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy13
Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration13
Extracting topological features to identify at-risk students using machine learning and graph convolutional network models13
Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks13
Correction to: Case study of creativity in asynchronous online discussions13
Artificial intelligence applications in Latin American higher education: a systematic review13
New advances in artificial intelligence applications in higher education?12
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion12
Testing the success of real-time online delivery channel adopted by higher education institutions in the United Arab Emirates during the Covid-19 pandemic12
Who speaks for the university? Social fiction as a lens for reimagining higher education futures12
Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving12
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy11
A systematic mapping review at the intersection of artificial intelligence and self-regulated learning11
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives11
ePortfolio to promote networked learning: an experience in the Latin American context11
“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook11
AI-generated feedback on writing: insights into efficacy and ENL student preference11
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior11
Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers11
0.033765077590942