Astrid Wichmann

488 total citations
22 papers, 200 citations indexed

About

Astrid Wichmann is a scholar working on Developmental and Educational Psychology, Education and Computer Science Applications. According to data from OpenAlex, Astrid Wichmann has authored 22 papers receiving a total of 200 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Developmental and Educational Psychology, 11 papers in Education and 5 papers in Computer Science Applications. Recurrent topics in Astrid Wichmann's work include Innovative Teaching and Learning Methods (12 papers), Reflective Practices in Education (5 papers) and Student Assessment and Feedback (5 papers). Astrid Wichmann is often cited by papers focused on Innovative Teaching and Learning Methods (12 papers), Reflective Practices in Education (5 papers) and Student Assessment and Feedback (5 papers). Astrid Wichmann collaborates with scholars based in Germany, United States and Sweden. Astrid Wichmann's co-authors include Nikol Rummel, Jan-Willem Strijbos, Detlev Leutner, H. Ulrich Hoppe, Ulrich Hoppe, Malte Elson, Tobias Hecking, Thomas Herrmann, Markus Kühn and Nicole C. Krämer and has published in prestigious journals such as Computers & Education, Journal of Science Education and Technology and European Journal of Psychology of Education.

In The Last Decade

Astrid Wichmann

22 papers receiving 183 citations

Peers

Astrid Wichmann

DEP

EDUCA

CSA

COMMU

Matthieu Quignard France

Soobin Yim United States

Garron Hillaire United States

David W. Denton United States

Kathleen M. Hannafin United States

Nur Ehsan Mohd Said Malaysia

Lori Arp United States

Stijn Van Laer Belgium

Saeed Latifi Iran

Joshua J. Thoms United States

Matthieu Quignard France

Astrid Wichmann

131 ×1.0

DEP

73 ×0.6

EDUCA

39 ×0.9

CSA

36 ×0.9

COMMU

12 ×0.4

Citations per year, relative to Astrid Wichmann Astrid Wichmann (= 1×) peers Matthieu Quignard

Countries citing papers authored by Astrid Wichmann

Since Specialization

Citations

This map shows the geographic impact of Astrid Wichmann'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 Astrid Wichmann with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Astrid Wichmann more than expected).

Fields of papers citing papers by Astrid Wichmann

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Astrid Wichmann. 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 Astrid Wichmann. The network helps show where Astrid Wichmann may publish in the future.

Co-authorship network of co-authors of Astrid Wichmann

This figure shows the co-authorship network connecting the top 25 collaborators of Astrid Wichmann. A scholar is included among the top collaborators of Astrid Wichmann 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 Astrid Wichmann. Astrid Wichmann is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Harrer, Andreas, et al.. (2020). The Remote Control Approach - An Architecture for Adaptive Scripting across Collaborative Learning Environments. JUCS - Journal of Universal Computer Science. 14. 148–173. 1 indexed citations

Rummel, Nikol, Malte Elson, Tobias Hecking, et al.. (2017). Challenges in Implementing Small Group Collaboration in Large Online Courses. Computer Supported Collaborative Learning. 3 indexed citations

Strijbos, Jan-Willem & Astrid Wichmann. (2017). Promoting learning by leveraging the collaborative nature of formative peer assessment with instructional scaffolds. European Journal of Psychology of Education. 33(1). 1–9. 21 indexed citations

Wichmann, Astrid, et al.. (2017). Leveraging the potential of peer feedback in an academic writing activity through sense-making support. European Journal of Psychology of Education. 33(1). 165–184. 36 indexed citations

Krämer, Nicole C., Malte Elson, Tobias Hecking, et al.. (2016). Is Small Group Collaboration Beneficial in Large Scale Online Courses? An Investigation of Factors Influencing Satisfaction and Performance in GroupMOOCs.. ICLS. 2 indexed citations

Wichmann, Astrid, et al.. (2016). Group Formation for Small-Group Learning. 1–4. 19 indexed citations

Wichmann, Astrid, et al.. (2015). Maximizing Benefit of Peer-Feedback to Increase Feedback Uptake in Academic Writing.. Computer Supported Collaborative Learning. 1 indexed citations

Wichmann, Astrid, et al.. (2015). Can Dynamic Visualizations with Variable Control Enhance the Acquisition of Intuitive Knowledge?. Journal of Science Education and Technology. 24(5). 709–720. 9 indexed citations

Neubaum, German, Astrid Wichmann, Sabrina C. Eimler, & Nicole C. Krämer. (2014). Investigating Incentives for Students to Provide Peer Feedback in a Semi-Open Online Course. 1–7. 4 indexed citations

10.

Wichmann, Astrid, et al.. (2013). Supporting Feedback Uptake in Online Peer Assessment.. Computer Supported Collaborative Learning. 253–254. 1 indexed citations

11.

Wichmann, Astrid. (2012). Preparing wikis for educational settings. 1–4. 3 indexed citations

12.

Wichmann, Astrid, H. Ulrich Hoppe, Daniel Spikol, et al.. (2010). Three perspectives on technology support in inquiry learning: personal inquiry, mobile collaboratories and emerging learning objects. Open Research Online (The Open University). 499–500. 2 indexed citations

13.

Wichmann, Astrid, Jan O. Engler, & H. Ulrich Hoppe. (2010). Sharing educational scenario designs in practitioner communities. International Conference of Learning Sciences. 750–757. 6 indexed citations

14.

Wichmann, Astrid, et al.. (2009). Effects of awareness support on moderating multiple parallel E-discussions. Publikationsdatenbank der Fraunhofer-Gesellschaft (Fraunhofer-Gesellschaft). 1. 646–650. 9 indexed citations

15.

Wichmann, Astrid & Detlev Leutner. (2009). Inquiry Learning. Zeitschrift für Pädagogische Psychologie. 23(2). 117–127. 16 indexed citations

16.

Asterhan, Christa S. C., et al.. (2008). ARGUNAUT deliverable D6.3: Evaluation report on the pedagogical content of the Argunaut system. 2 indexed citations

17.

Asterhan, Christa S. C., Maarten de Laat, Astrid Wichmann, et al.. (2007). ARGUNAUT deliverable D6.2: Evaluation report on the pedagogical content of the Argunaut system - Preliminary findings.. 1 indexed citations

18.

Wichmann, Astrid, et al.. (2006). Communication through the artefact by means of synchronous co-construction. International Conference of Learning Sciences. 825–831. 1 indexed citations

19.

Kühn, Markus, et al.. (2006). Computational modelling and simulation fostering new approaches in learning probability. Innovations in Education and Teaching International. 43(2). 183–194. 10 indexed citations

20.

Wichmann, Astrid, et al.. (2004). Developing a framework for conceptual change within scientific inquiry. 7494. 382–383. 6 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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