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.
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes
This map shows the geographic impact of Chang Zhu'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 Chang Zhu with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Chang Zhu more than expected).
This network shows the impact of papers produced by Chang Zhu. 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 Chang Zhu. The network helps show where Chang Zhu may publish in the future.
Co-authorship network of co-authors of Chang Zhu
This figure shows the co-authorship network connecting the top 25 collaborators of Chang Zhu.
A scholar is included among the top collaborators of Chang Zhu 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 Chang Zhu. Chang Zhu is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Zhu, Chang, et al.. (2017). Blended Learning Components Important to Student Learning: A Study on the Perceptions of Instructors. VUBIR (Vrije Universiteit Brussel). 2017. 123–130.2 indexed citations
14.
Vanslambrouck, Silke, Chang Zhu, Koen Lombaerts, Bram Pynoo, & Jo Tondeur. (2017). Adult learner characteristics as predictors of performance, satisfaction and intent-to persist in online and blended environments. Ghent University Academic Bibliography (Ghent University).
15.
Zhu, Chang, et al.. (2017). Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching. Lirias (KU Leuven). 29(1). 129–142.11 indexed citations
16.
Zhu, Chang, et al.. (2011). Wikis supporting research workshops in higher education. Iberian Conference on Information Systems and Technologies. 1–10.3 indexed citations
17.
Zhu, Chang. (2010). Teacher Perceptions of Their Roles and Adoption of Educational Technology: Challenges in the Chinese Context.. Educational Technology archive. 50(6). 40–42.3 indexed citations
18.
Zhu, Chang. (2009). Experimental research on concrete-filled square thin-walled steel tubular stub columns with steel bar stiffeners. Jianzhu jiegou xuebao.4 indexed citations
19.
Zhu, Chang & Geert Devos. (2009). A Case Study of School Culture in China. Finds and Results from the Swedish Cyprus Expedition: A Gender Perspective at the Medelhavsmuseet.2 indexed citations
20.
Zhu, Chang. (2008). Students' perceptions of, motivation and learning strategies in a constructivist e-learning environment: comparing Chinese and Flemish university students.. Finds and Results from the Swedish Cyprus Expedition: A Gender Perspective at the Medelhavsmuseet. 208–222.3 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.