Aliye Karabulut‐Ilgu

845 total citations · 1 hit paper
17 papers, 568 citations indexed

About

Aliye Karabulut‐Ilgu is a scholar working on Education, Media Technology and Speech and Hearing. According to data from OpenAlex, Aliye Karabulut‐Ilgu has authored 17 papers receiving a total of 568 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Media Technology and 2 papers in Speech and Hearing. Recurrent topics in Aliye Karabulut‐Ilgu's work include Innovative Teaching Methods (8 papers), Experimental Learning in Engineering (6 papers) and Problem and Project Based Learning (5 papers). Aliye Karabulut‐Ilgu is often cited by papers focused on Innovative Teaching Methods (8 papers), Experimental Learning in Engineering (6 papers) and Problem and Project Based Learning (5 papers). Aliye Karabulut‐Ilgu collaborates with scholars based in United States and Switzerland. Aliye Karabulut‐Ilgu's co-authors include Charles T. Jahren, Nadia Jaramillo Cherrez, Yelda Türkan, Amir H. Behzadan, An Chen, Rafael Radkowski, Peter T. Savolainen, H. David Jeong, Jennifer S. Shane and Rebecca G. Burzette and has published in prestigious journals such as SHILAP Revista de lepidopterología, British Journal of Educational Technology and Advanced Engineering Informatics.

In The Last Decade

Aliye Karabulut‐Ilgu

13 papers receiving 533 citations

Hit Papers

A systematic review of research on the flipped learning m... 2017 2026 2020 2023 2017 100 200 300
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. A systematic review of research on the flipped learning method in engineering education
    2017 377 citations Aliye Karabulut‐Ilgu, Nadia Jaramillo Cherrez et al. British Journal of Educational Technology profile →

Peers

Aliye Karabulut‐Ilgu
Diana Bairaktarova United States
Jeremi London United States
Maram Meccawy Saudi Arabia
Sasha Nikolic Australia
Aaron C. Clark United States
Hakan Akçay Türkiye
Hüseyin Miraç Pektaş Türkiye
Beatriz Añorbe Díaz Spain
Jeffrey Buckley Ireland
Dominik May Germany
Diana Bairaktarova United States
Aliye Karabulut‐Ilgu
Citations per year, relative to Aliye Karabulut‐Ilgu Aliye Karabulut‐Ilgu (= 1×) peers Diana Bairaktarova

Countries citing papers authored by Aliye Karabulut‐Ilgu

Since Specialization
Citations

This map shows the geographic impact of Aliye Karabulut‐Ilgu's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Aliye Karabulut‐Ilgu with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Aliye Karabulut‐Ilgu more than expected).

Fields of papers citing papers by Aliye Karabulut‐Ilgu

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Aliye Karabulut‐Ilgu. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Aliye Karabulut‐Ilgu. The network helps show where Aliye Karabulut‐Ilgu may publish in the future.

Co-authorship network of co-authors of Aliye Karabulut‐Ilgu

This figure shows the co-authorship network connecting the top 25 collaborators of Aliye Karabulut‐Ilgu. A scholar is included among the top collaborators of Aliye Karabulut‐Ilgu based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Aliye Karabulut‐Ilgu. Aliye Karabulut‐Ilgu is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

17 of 17 papers shown
1.
Baran, Evrim, et al.. (2024). From concept to classroom: Developing instructor dashboards through human centered design. SHILAP Revista de lepidopterología. 7. 100234–100234. 1 indexed citations
2.
Karabulut‐Ilgu, Aliye, et al.. (2024). Bringing the Veterinary Medicine Curriculum to the Fingertips of Faculty and Students: A Novel Curriculum Search and Analysis Tool. Journal of Veterinary Medical Education. 52(6). 715–724.
3.
Karabulut‐Ilgu, Aliye, et al.. (2024). Exploring Engineering Faculty's Use of Active-learning Strategies in Their Teaching. 2021 ASEE Virtual Annual Conference Content Access Proceedings.
4.
Karabulut‐Ilgu, Aliye & Rebecca G. Burzette. (2024). Predictors of Perceived Curricular Difficulty in the First Semester of Veterinary Education. Journal of Veterinary Medical Education. 52(2). 205–212. 1 indexed citations
5.
Karabulut‐Ilgu, Aliye, et al.. (2023). Analysis of teamwork skill development in a flipped civil engineering course. Computer Applications in Engineering Education. 32(1). 1 indexed citations
6.
Karabulut‐Ilgu, Aliye & Rebecca G. Burzette. (2023). An Exploratory Study of the Impact of COVID-19 Pandemic Disruptions on Veterinary Medical Education. Journal of Veterinary Medical Education. 52(1). 81–92.
7.
Gilbert, Stephen B., et al.. (2021). University Implementation of TEACHActive – An Automated Classroom Feedback System and Dashboard. Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 65(1). 375–379. 1 indexed citations
8.
Karabulut‐Ilgu, Aliye, et al.. (2020). STUDENT USE OF SCAFFOLDING RESOURCES IN A HYBRID COURSE: EVIDENCE FROM EYE-TRACKING. 4(1). 20–20. 1 indexed citations
9.
Karabulut‐Ilgu, Aliye, et al.. (2018). Flipping to engage students: Instructor perspectives on flipping large enrolment courses. Australasian Journal of Educational Technology. 34(4). 36 indexed citations
10.
Shane, Jennifer S., Aliye Karabulut‐Ilgu, & Charles T. Jahren. (2018). Assessing ABET Outcomes in Construction Engineering Curriculum. Construction Research Congress 2018. 118–127. 1 indexed citations
11.
Karabulut‐Ilgu, Aliye, Nadia Jaramillo Cherrez, & Charles T. Jahren. (2017). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology. 49(3). 398–411. 377 indexed citations breakdown →
12.
Türkan, Yelda, Rafael Radkowski, Aliye Karabulut‐Ilgu, Amir H. Behzadan, & An Chen. (2017). Mobile augmented reality for teaching structural analysis. Advanced Engineering Informatics. 34. 90–100. 104 indexed citations
13.
Karabulut‐Ilgu, Aliye, et al.. (2017). Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process. Journal of Educational Computing Research. 56(4). 513–537. 26 indexed citations
14.
Karabulut‐Ilgu, Aliye & Charles T. Jahren. (2016). Evaluation of Hybrid Learning in a Construction Engineering Context: A Mixed-Method Approach.. AEE Journal. 5(3). 11 indexed citations
15.
Karabulut‐Ilgu, Aliye, et al.. (2016). A Flipped Classroom Approach to Teaching Transportation Engineering. 1 indexed citations
16.
Karabulut‐Ilgu, Aliye & Charles T. Jahren. (2015). Faculty Perspectives on Benefits and Challenges of Hybrid Learning. 26.768.1–26.768.11. 5 indexed citations
17.
Jahren, Charles T., et al.. (2015). A case study of hybrid learning implementation in construction engineering. Open Collections. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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