| # | Title | Journal | Year | Citations |
|---|
| 1 | Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education | Internet and Higher Education | 1999 | 2,761 |
| 2 | Blended learning: Uncovering its transformative potential in higher education | Internet and Higher Education | 2004 | 2,409 |
| 3 | The use of flipped classrooms in higher education: A scoping review | Internet and Higher Education | 2015 | 1,230 |
| 4 | Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning | Internet and Higher Education | 2012 | 1,109 |
| 5 | e-Learning, online learning, and distance learning environments: Are they the same? | Internet and Higher Education | 2011 | 965 |
| 6 | Digital game-based learning: Towards an experiential gaming model | Internet and Higher Education | 2005 | 929 |
| 7 | Researching the community of inquiry framework: Review, issues, and future directions | Internet and Higher Education | 2007 | 926 |
| 8 | Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media | Internet and Higher Education | 2013 | 880 |
| 9 | Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review | Internet and Higher Education | 2015 | 835 |
| 10 | Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites | Internet and Higher Education | 2010 | 829 |
| 11 | Improving online learning: Student perceptions of useful and challenging characteristics | Internet and Higher Education | 2004 | 633 |
| 12 | The first decade of the community of inquiry framework: A retrospective | Internet and Higher Education | 2010 | 631 |
| 13 | Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests | Internet and Higher Education | 2008 | 616 |
| 14 | Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample | Internet and Higher Education | 2008 | 577 |
| 15 | Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework | Internet and Higher Education | 2010 | 573 |
| 16 | The experience of three flipped classrooms in an urban university: an exploration of design principles | Internet and Higher Education | 2014 | 549 |
| 17 | Development of an instrument to measure classroom community | Internet and Higher Education | 2002 | 522 |
| 18 | Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses | Internet and Higher Education | 2014 | 522 |
| 19 | Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks | Internet and Higher Education | 2002 | 513 |
| 20 | Facebook: An online environment for learning of English in institutions of higher education? | Internet and Higher Education | 2010 | 499 |
| 21 | Measuring self-regulation in online and blended learning environments | Internet and Higher Education | 2009 | 485 |
| 22 | A survey of current research on online communities of practice | Internet and Higher Education | 2001 | 434 |
| 23 | Shift happens: online education as a new paradigm in learning | Internet and Higher Education | 2000 | 430 |
| 24 | A framework for institutional adoption and implementation of blended learning in higher education | Internet and Higher Education | 2013 | 426 |
| 25 | A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses | Internet and Higher Education | 2006 | 416 |
| 26 | Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success | Internet and Higher Education | 2016 | 391 |
| 27 | Successful implementation of e-Learning | Internet and Higher Education | 2001 | 386 |
| 28 | Learning in MOOCs: Motivations and self-regulated learning in MOOCs | Internet and Higher Education | 2016 | 371 |
| 29 | Comparing online and blended learner's self-regulated learning strategies and academic performance | Internet and Higher Education | 2017 | 370 |
| 30 | In search of higher persistence rates in distance education online programs | Internet and Higher Education | 2003 | 365 |
| 31 | Facilitating online discussions effectively | Internet and Higher Education | 2007 | 357 |
| 32 | An examination of asynchronous communication experiences and perspectives of students in an online course: a case study | Internet and Higher Education | 2003 | 342 |
| 33 | Meaningful interaction in web-based learning: A social constructivist interpretation | Internet and Higher Education | 2007 | 314 |
| 34 | Research focus and methodological choices in studies into students' experiences of blended learning in higher education | Internet and Higher Education | 2007 | 310 |
| 35 | Revisiting methodological issues in transcript analysis: Negotiated coding and reliability | Internet and Higher Education | 2006 | 303 |
| 36 | Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning | Internet and Higher Education | 2007 | 295 |
| 37 | Online or face-to-face? Students' experiences and preferences in e-learning | Internet and Higher Education | 2010 | 283 |
| 38 | Tracking student behavior, persistence, and achievement in online courses | Internet and Higher Education | 2005 | 277 |
| 39 | Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences | Internet and Higher Education | 2012 | 276 |
| 40 | Blended learning: A dangerous idea? | Internet and Higher Education | 2013 | 267 |
| 41 | Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction | Internet and Higher Education | 2013 | 266 |
| 42 | Improving online social presence through asynchronous video | Internet and Higher Education | 2012 | 244 |
| 43 | Understanding students' perceptions of the benefits of online social networking use for teaching and learning | Internet and Higher Education | 2015 | 242 |
| 44 | Research in online and blended learning in the business disciplines: Key findings and possible future directions | Internet and Higher Education | 2009 | 241 |
| 45 | Identifying significant indicators using LMS data to predict course achievement in online learning | Internet and Higher Education | 2016 | 238 |
| 46 | Student perceptions and achievement in a university blended learning strategic initiative | Internet and Higher Education | 2013 | 236 |
| 47 | Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning | Internet and Higher Education | 2011 | 233 |
| 48 | Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior | Internet and Higher Education | 2016 | 232 |
| 49 | Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online | Internet and Higher Education | 2009 | 231 |
| 50 | Learning or lurking? | Internet and Higher Education | 2002 | 221 |
