OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Educational Technology in Higher Education is 29. 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 2021-04-01 to 2025-04-01.)

Article	Citations
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	450
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	420
Use of live chat in higher education to support self-regulated help seeking behaviours: a comparison of online and blended learner perspectives	382
Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors	251
ePortfolio to promote networked learning: an experience in the Latin American context	203
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	177
Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance	174
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	171
Are flipped classrooms less stressful and more successful? An experimental study on college students	161
Examining students’ course trajectories using data mining and visualization approaches	156
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	128
Leveraging the Louvain algorithm for enhanced group formation and collaboration in online learning environments	120
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	116
Brain-based CALL in flipped higher education GE courses held through LMS: Boosting vocabulary learning and reading comprehension	113
Does a pedagogical agent’s gesture frequency assist advanced foreign language users with learning declarative knowledge?	106
Network analysis of gratitude messages in the learning community	103
Reframing data ethics in research methods education: a pathway to critical data literacy	98
Flipping an on-campus general English course: a focus on technology complexity of instruction and learners’ levels of impulsivity	96
Attending lectures in person, hybrid or online—how do students choose, and what about the outcome?	96
Towards modeling of human skilling for electrical circuitry using augmented reality applications	91
Exploring predictors of instructional resilience during emergency remote teaching in higher education	90
A novel taxonomy of student-generated video styles	88
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	82
Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis	81
Social anxiety in digital learning environments: an international perspective and call to action	78

Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers	72
Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study	65
An examination of teachers’ strategies to foster student engagement in blended learning in higher education	61
“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook	61
Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality	59
A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour	54
First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education	52
From concerns to benefits: a comprehensive study of ChatGPT usage in education	49
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education	48
Teachers’ digital competencies in higher education: a systematic literature review	47
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	42
Toward just and equitable micro-credentials: an Australian perspective	42
Defining and measuring completion and assessment biases with respect to English language and development status: not all MOOCs are equal	42
A snapshot in time: the next new normal and micro-credentials	42
Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes	42
Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students	42
What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning	41
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	40
Speculative futures for higher education	40
Constructive alignment in a graduate-level project management course: an innovative framework using large language models	40
Unveiling the dynamics and impact of emotional presence in collaborative learning	39
How does technology challenge teacher education?	38
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	37
The effect of two educational technology tools on student engagement in Chinese EFL courses	36
Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?	36
The identity changes in online learning and teaching: instructors, learners, and learning management systems	36
AI ethics as a complex and multifaceted challenge: decoding educators’ AI ethics alignment through the lens of activity theory	35
From clicks to credits: examining the influence of online engagement and internet addiction on academic performance in Chinese universities	35
Exploring language needs of college transfer students with learning analytics: towards a more equitable experience	35
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?	34
Correction: What do we want to know about MOOCs? Results from a machine learning approach to a systematic literature mapping review	33
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	33
Adaptive e-learning environment based on learning styles and its impact on development students' engagement	32
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	31
Mining and crafting a game to teach research methodology	31
Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations	30
Flipped classroom in higher education: a systematic literature review and research challenges	30
The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment	29
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	29
Effects of captions, transcripts and reminders on learning and perceptions of lecture capture	29
Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science	29
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	29
The International Journal of Educational Technology in Higher Education: content and authorship analysis 2010–2024	29