Chung-Kai Huang

603 total citations
24 papers, 401 citations indexed

About

Chung-Kai Huang is a scholar working on Education, Developmental and Educational Psychology and Communication. According to data from OpenAlex, Chung-Kai Huang has authored 24 papers receiving a total of 401 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 10 papers in Developmental and Educational Psychology and 4 papers in Communication. Recurrent topics in Chung-Kai Huang's work include Online and Blended Learning (10 papers), Innovative Teaching and Learning Methods (10 papers) and Education and Technology Integration (5 papers). Chung-Kai Huang is often cited by papers focused on Online and Blended Learning (10 papers), Innovative Teaching and Learning Methods (10 papers) and Education and Technology Integration (5 papers). Chung-Kai Huang collaborates with scholars based in Taiwan, United States and China. Chung-Kai Huang's co-authors include Chun-Yu Lin, Chang‐Hua Chen, Tai‐Wei Chang, Yu‐Chia Hsu, Chiung‐Hui Chiu, Pei‐Yu Wang, Justin Olmanson, Yu‐Hui Chen, Cui Wang and Cui Wang and has published in prestigious journals such as Computers & Education, British Journal of Educational Technology and Educational Technology & Society.

In The Last Decade

Chung-Kai Huang

20 papers receiving 368 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Chung-Kai Huang Taiwan 8 140 119 68 56 46 24 401
Timothy Shea United States 13 226 1.6× 35 0.3× 97 1.4× 35 0.6× 44 1.0× 29 481
Zeying Wan Canada 7 175 1.3× 59 0.5× 109 1.6× 29 0.5× 62 1.3× 13 450
Norashikin Hussein Malaysia 11 131 0.9× 116 1.0× 16 0.2× 36 0.6× 35 0.8× 43 428
María Vallespín Arán Spain 9 168 1.2× 92 0.8× 36 0.5× 22 0.4× 54 1.2× 19 468
Aakash Taneja United States 8 66 0.5× 182 1.5× 46 0.7× 56 1.0× 52 1.1× 16 483
Andrew B. Artis United States 9 149 1.1× 180 1.5× 28 0.4× 16 0.3× 46 1.0× 22 472
Bradford Baker United States 4 55 0.4× 113 0.9× 59 0.9× 22 0.4× 31 0.7× 6 361
Seung‐hyun Han United States 8 40 0.3× 154 1.3× 108 1.6× 53 0.9× 14 0.3× 17 357
Ciprian Ceobanu Romania 8 111 0.8× 71 0.6× 21 0.3× 22 0.4× 47 1.0× 25 328
Marcel R. van der Klink Netherlands 12 195 1.4× 98 0.8× 18 0.3× 17 0.3× 43 0.9× 17 418

Countries citing papers authored by Chung-Kai Huang

Since Specialization
Citations

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

Fields of papers citing papers by Chung-Kai Huang

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Chung-Kai Huang. 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 Chung-Kai Huang. The network helps show where Chung-Kai Huang may publish in the future.

Co-authorship network of co-authors of Chung-Kai Huang

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

All Works

20 of 20 papers shown
1.
Huang, Chung-Kai. (2023). Coaching for change: preparing mathematics teachers for technology integration in differentiated classrooms. Education and Information Technologies. 28(11). 13913–13941. 6 indexed citations
2.
3.
Lin, Chun-Yu & Chung-Kai Huang. (2019). Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning. Australasian Journal of Educational Technology. 89–104. 25 indexed citations
4.
Lin, Chun-Yu, et al.. (2018). Enhancing Employee Job satisfaction via E-learning: The Mediating Role of an Organizational Learning Culture. International Journal of Human-Computer Interaction. 35(7). 584–595. 37 indexed citations
5.
Huang, Chung-Kai & Chun-Yu Lin. (2017). Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms. Educational Technology & Society. 20(1). 323–336. 46 indexed citations
6.
Huang, Chung-Kai, et al.. (2017). Roles, Strategies and Impact of MOOCs on Flipping Business Education.. International Association for Development of the Information Society. 1 indexed citations
7.
Huang, Chung-Kai, et al.. (2017). Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom.. International Association for Development of the Information Society. 3 indexed citations
8.
9.
Lin, Chun-Yu & Chung-Kai Huang. (2015). Leveraging HRD Competencies and Roles to Improve Managers' Performance. 1 indexed citations
10.
Huang, Chung-Kai, et al.. (2014). The Role of EFL Teacher Beliefs in Web-Supported Writing Instruction and Feedback Practices. 101–121. 1 indexed citations
11.
Lin, Chun-Yu, Chung-Kai Huang, & Chang‐Hua Chen. (2014). Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities. ReCALL. 26(1). 100–116. 40 indexed citations
12.
13.
Huang, Chung-Kai, et al.. (2013). Pattern Design of Manhole Cover and Its Influence on Skid Resistance. International Journal of Pavement Research and Technology. 6(4). 351–357. 1 indexed citations
14.
Chen, Chang‐Hua, Chung-Kai Huang, & Chin‐Yuan Chang. (2013). Teacher Professional Learning in Applying the Geometer’s Sketchpad to Mathematics Instruction. EdMedia: World Conference on Educational Media and Technology. 2013(1). 1732–1738.
15.
Huang, Chung-Kai & Chun-Yu Lin. (2011). Enhancing classroom interactivity and engagement: CFL Learners' perceptions of the application of Web 2.0 technology. British Journal of Educational Technology. 42(6). 6 indexed citations
16.
Huang, Chung-Kai, et al.. (2010). On Initiating Maintaining and Growing an Affinity Based Student Led Research and Design Group. EdMedia: World Conference on Educational Media and Technology. 2010(1). 3747–3752. 3 indexed citations
17.
Huang, Chung-Kai, et al.. (2010). Evaluating CSL/CFL Website Usability: A User-centered Design Approach. Journal of educational multimedia and hypermedia. 19(2). 177–210. 3 indexed citations
18.
Huang, Chung-Kai, et al.. (2010). Incorporating Competency-based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design. International journal on e-learning. 9(4). 529–548. 6 indexed citations
19.
Lin, Chun-Yu, et al.. (2009). Learners' Perspectives on Incorporating Drupal and Web 2.0 Tools in a Blended-learning Chinese Classroom. EdMedia: World Conference on Educational Media and Technology. 2009(1). 4223–4228. 5 indexed citations
20.
Huang, Chung-Kai, et al.. (2007). The Effectiveness of Computer-Mediated Communication on Enhancing Writing Process and Writing Outcomes: The implementation of Blog and Wiki in the EFL Writing Class in Taiwan. EdMedia: World Conference on Educational Media and Technology. 2007(1). 3463–3468. 4 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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