Brian R. Belland

5.2k total citations · 3 hit papers
64 papers, 3.3k citations indexed

About

Brian R. Belland is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Brian R. Belland has authored 64 papers receiving a total of 3.3k indexed citations (citations by other indexed papers that have themselves been cited), including 46 papers in Education, 43 papers in Developmental and Educational Psychology and 13 papers in Computer Science Applications. Recurrent topics in Brian R. Belland's work include Innovative Teaching and Learning Methods (41 papers), Education and Critical Thinking Development (21 papers) and Online and Blended Learning (16 papers). Brian R. Belland is often cited by papers focused on Innovative Teaching and Learning Methods (41 papers), Education and Critical Thinking Development (21 papers) and Online and Blended Learning (16 papers). Brian R. Belland collaborates with scholars based in United States, Taiwan and Türkiye. Brian R. Belland's co-authors include Andrew Walker, Yu-Chun Kuo, Kerstin E. E. Schröder, Nam Ju Kim, Jennifer Richardson, Peggy A. Ertmer, Krista Glazewski, ChanMin Kim, Michael J. Hannafin and Mason Lefler and has published in prestigious journals such as Computers & Education, Review of Educational Research and Educational Psychologist.

In The Last Decade

Brian R. Belland

63 papers receiving 3.0k citations

Hit Papers

align trajectories sort by overperformance

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.

Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses

2013 690 citations Yu-Chun Kuo, Andrew Walker et al. profile →
A predictive study of student satisfaction in online education programs

2013 371 citations Yu-Chun Kuo, Andrew Walker et al. profile →
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education

2016 204 citations Brian R. Belland, Andrew Walker et al. Review of Educational Research profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Brian R. Belland United States	29	2.5k	1.3k	701	533	292	64	3.3k
Andrew Walker United States	21	1.9k 0.8×	769 0.6×	562 0.8×	452 0.8×	291 1.0×	44	2.8k
Kui Xie United States	30	1.8k 0.7×	998 0.8×	604 0.9×	468 0.9×	303 1.0×	79	2.7k
Janette R. Hill United States	19	1.8k 0.7×	920 0.7×	541 0.8×	487 0.9×	278 1.0×	50	2.6k
Gilly Salmon United Kingdom	25	2.5k 1.0×	1.2k 0.9×	851 1.2×	474 0.9×	408 1.4×	55	3.5k
Stefan Hrastinski Sweden	21	1.7k 0.7×	692 0.5×	677 1.0×	530 1.0×	522 1.8×	101	2.6k
Jeroen Janssen Netherlands	28	2.3k 0.9×	2.0k 1.6×	882 1.3×	516 1.0×	272 0.9×	58	3.7k
Nadira Saab Netherlands	26	1.8k 0.7×	817 0.6×	422 0.6×	437 0.8×	143 0.5×	83	2.8k
Richard E. West United States	29	1.9k 0.8×	629 0.5×	558 0.8×	438 0.8×	397 1.4×	133	2.8k
Nada Dabbagh United States	19	1.8k 0.7×	1.1k 0.9×	798 1.1×	720 1.4×	540 1.8×	54	2.9k
Ina Blau Israel	28	1.7k 0.7×	665 0.5×	499 0.7×	819 1.5×	494 1.7×	94	2.7k

Countries citing papers authored by Brian R. Belland

Since Specialization

Citations

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

Fields of papers citing papers by Brian R. Belland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Brian R. Belland. 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 Brian R. Belland. The network helps show where Brian R. Belland may publish in the future.

Co-authorship network of co-authors of Brian R. Belland

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Belland, Brian R., et al.. (2024). Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug. Educational Technology Research and Development. 72(3). 1439–1464. 2 indexed citations

Kim, ChanMin, et al.. (2023). Revisiting Analogical Reasoning in Computing Education: Use of Similarities Between Robot Programming Tasks in Debugging. Journal of Educational Computing Research. 61(5). 1036–1063. 3 indexed citations

Kim, ChanMin, et al.. (2022). Debugging behaviors of early childhood teacher candidates with or without scaffolding. International Journal of Educational Technology in Higher Education. 19(1). 10 indexed citations

Kim, Nam Ju, et al.. (2021). Influence of Scaffolding on Information Literacy and Argumentation Skills in Virtual Field Trips and Problem-Based Learning for Scientific Problem Solving. International Journal of Science and Mathematics Education. 20(2). 215–236. 45 indexed citations

Kim, ChanMin, et al.. (2021). An Ethnomethodological Study of Abductive Reasoning While Tinkering. AERA Open. 7. 7 indexed citations

Kim, ChanMin, et al.. (2020). Playful coding and playful learning among future early childhood educators. International Conference of Learning Sciences. 4. 2411–2412. 3 indexed citations

Kuo, Yu-Chun & Brian R. Belland. (2019). Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments. Journal of Computing in Higher Education. 31(3). 626–642. 21 indexed citations

Kuo, Yu-Chun, et al.. (2017). Learning through Blogging: Students' Perspectives in Collaborative Blog-Enhanced Learning Communities.. Educational Technology & Society. 20(2). 37–50. 28 indexed citations

Belland, Brian R., et al.. (2017). High school students' collaboration and engagement with scaffolding and information as predictors of argument quality during problem-based learning. Computer Supported Collaborative Learning. 255–262. 3 indexed citations

10.

Kim, Nam Ju, Brian R. Belland, & Yong Seog Kim. (2017). Data mining meta-analysis coding to develop smart learning systems that dynamically customize scaffolding. Journal of the Association for Information Systems. 1 indexed citations

11.

Belland, Brian R., Andrew Walker, Nam Ju Kim, & Mason Lefler. (2016). Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education. Review of Educational Research. 87(2). 309–344. 204 indexed citations breakdown →

12.

Belland, Brian R.. (2016). Instructional Scaffolding in STEM Education. OAPEN (The OAPEN Foundation). 92 indexed citations

13.

Belland, Brian R., et al.. (2015). A Pilot Meta-Analysis of Computer-Based Scaffolding in STEM Education.. Educational Technology & Society. 18(1). 183–197. 46 indexed citations

14.

Kuo, Yu-Chun, Brian R. Belland, Kerstin E. E. Schröder, & Andrew Walker. (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education. 35(3). 360–381. 71 indexed citations

15.

Belland, Brian R., Andrew Walker, Nam Ju Kim, & Mason Lefler. (2014). A Preliminary Meta-analysis On the Influence of Scaffolding Characteristics and Study and Assessment Quality on Cognitive Outcomes in STEM Education. Cognitive Science. 36(36). 4 indexed citations

16.

Belland, Brian R., et al.. (2013). USING GENERIC AND CONTEXT-SPECIFIC SCAFFOLDING TO SUPPORT AUTHENTIC SCIENCE INQUIRY. 6 indexed citations

17.

Belland, Brian R., Brian F. French, & Peggy A. Ertmer. (2009). Validity and Problem-Based Learning Research: A Review of Instruments Used to Assess Intended Learning Outcomes. Interdisciplinary Journal of Problem-based Learning. 3(1). 79 indexed citations

18.

Belland, Brian R.. (2008). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education. 52(2). 353–364. 123 indexed citations

19.

Belland, Brian R. & John C. Belland. (2008). A Case Study Gone Awry. TechTrends. 52(1). 15–15. 1 indexed citations

20.

Lee, Eun Hwa, et al.. (2005). Examining the Barriers encountered when Planning and Implementing Technology-enhanced PBL in the Middle School Classroom. Society for Information Technology & Teacher Education International Conference. 2005(1). 2039–2043. 3 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.

Explore authors with similar magnitude of impact