Cornelia Connolly

757 total citations
64 papers, 448 citations indexed

About

Cornelia Connolly is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Cornelia Connolly has authored 64 papers receiving a total of 448 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 22 papers in Computer Science Applications and 20 papers in Developmental and Educational Psychology. Recurrent topics in Cornelia Connolly's work include Teaching and Learning Programming (14 papers), Online Learning and Analytics (12 papers) and Educational Games and Gamification (11 papers). Cornelia Connolly is often cited by papers focused on Teaching and Learning Programming (14 papers), Online Learning and Analytics (12 papers) and Educational Games and Gamification (11 papers). Cornelia Connolly collaborates with scholars based in Ireland, Spain and Germany. Cornelia Connolly's co-authors include Tony Hall, Eamonn Murphy, Raquel Hijón‐Neira, Matthew Kearney, Gerry MacRuairc, Panagiotis Kosmas, Kevin Burden, Sandy Schuck, Marie Evens and Elaine Keane and has published in prestigious journals such as SHILAP Revista de lepidopterología, Proceedings of the IEEE and IEEE Access.

In The Last Decade

Cornelia Connolly

61 papers receiving 421 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Cornelia Connolly Ireland 11 220 126 112 64 52 64 448
Μaria Meletiou-Mavrotheris Cyprus 17 355 1.6× 138 1.1× 80 0.7× 97 1.5× 39 0.8× 54 696
Habibah Ab Jalil Malaysia 12 299 1.4× 130 1.0× 107 1.0× 96 1.5× 24 0.5× 68 502
Brett Bligh United Kingdom 11 270 1.2× 105 0.8× 79 0.7× 70 1.1× 53 1.0× 37 447
Haozhe Jiang China 9 154 0.7× 58 0.5× 98 0.9× 76 1.2× 57 1.1× 20 368
Terry T. Kidd United States 7 345 1.6× 96 0.8× 97 0.9× 92 1.4× 32 0.6× 21 487
Carlos González Chile 12 353 1.6× 90 0.7× 135 1.2× 61 1.0× 25 0.5× 38 525
Susan Geertshuis New Zealand 9 192 0.9× 82 0.7× 57 0.5× 42 0.7× 45 0.9× 29 398
José Alberto Lencastre Portugal 9 253 1.1× 138 1.1× 99 0.9× 49 0.8× 41 0.8× 50 432
José Escamilla Mexico 11 193 0.9× 158 1.3× 132 1.2× 28 0.4× 74 1.4× 22 454
Julie Vaiopoulou Greece 12 269 1.2× 161 1.3× 101 0.9× 51 0.8× 17 0.3× 28 455

Countries citing papers authored by Cornelia Connolly

Since Specialization
Citations

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

Fields of papers citing papers by Cornelia Connolly

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cornelia Connolly

This figure shows the co-authorship network connecting the top 25 collaborators of Cornelia Connolly. A scholar is included among the top collaborators of Cornelia Connolly 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 Cornelia Connolly. Cornelia Connolly 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.
O’Brien, Emma, et al.. (2025). Rethinking teacher education in an AI world: perceptions, readiness and institutional support for generative AI integration. European Journal of Teacher Education. 48(5). 914–933. 1 indexed citations
2.
3.
Connolly, Cornelia, et al.. (2024). Navigating transformative assessment and feedback in teacher education: unveiling challenges and innovative practices. European Journal of Teacher Education. 47(2). 197–203. 3 indexed citations
4.
Mintz, Joseph, et al.. (2024). Inclusive Digital Education: Contexts, Practices and Perspectives. Computers in the Schools. 41(2). 115–119. 3 indexed citations
5.
Carroll, Noël, et al.. (2023). Low-Code and No-Code in Secondary Education—Empowering Teachers to Embed Citizen Development in Schools. Computers in the Schools. 41(4). 399–424. 9 indexed citations
6.
Connolly, Cornelia, et al.. (2023). Artificial Intelligence in Interprofessional Healthcare Practice Education – Insights from the Home Health Project, an Exemplar for Change. Computers in the Schools. 40(4). 412–429. 10 indexed citations
7.
Hall, Tony, et al.. (2023). Digital Workplace Skills: Designing the Integrated Learning of Accounting and Microsoft Excel. ARAN (University of Galway Research Repository) (Ollscoil na Gaillimhe – University of Galway). 30. 1 indexed citations
8.
Connolly, Cornelia, et al.. (2023). Reimagining a framework for teachers’ continuous professional development during curriculum reform. Irish Educational Studies. 42(4). 931–948. 3 indexed citations
9.
Hijón‐Neira, Raquel, Cornelia Connolly, Celeste Pizarro, & Diana Pérez-Marín. (2023). Prototype of a Recommendation Model with Artificial Intelligence for Computational Thinking Improvement of Secondary Education Students. Computers. 12(6). 113–113. 4 indexed citations
10.
Yadav, Aman, Cornelia Connolly, Marc Berges, et al.. (2022). A Review of International Models of Computer Science Teacher Education. Data Archiving and Networked Services (DANS). 65–93. 16 indexed citations
11.
Connolly, Cornelia, et al.. (2022). Exploring trans-generational and trans-institutional learning: educational action research possibilities in a virtual environment. Irish Educational Studies. 43(1). 83–101. 5 indexed citations
12.
Hijón‐Neira, Raquel, Cornelia Connolly, Daniel Palacios‐Alonso, & Oriol Borrás-Gené. (2021). A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students. Information. 12(9). 378–378. 4 indexed citations
13.
14.
Petre, Marian, Kate Sanders, Robert McCartney, et al.. (2020). Mapping the Landscape of Peer Review in Computing Education Research. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam). 173–209. 7 indexed citations
15.
Connolly, Cornelia, et al.. (2020). Pre-service Teacher Perceptions in Integrating Maker-Centered Learning in their Mathematics and Education Initial Teacher Education Programme. ARAN (University of Galway Research Repository) (Ollscoil na Gaillimhe – University of Galway). 1(3). 50–50. 4 indexed citations
16.
Connolly, Cornelia, et al.. (2020). A fusion of research-informed teaching and teaching-informed research: Designing a scalable online ecosystem for new partnerships in educational research. Australasian Journal of Educational Technology. 82–95. 15 indexed citations
17.
Connolly, Cornelia & Tony Hall. (2020). Designing for emergency remote blended and online education: a response to Bennett et al. (2017). Educational Technology Research and Development. 69(1). 281–284. 6 indexed citations
18.
Connolly, Cornelia, et al.. (2018). Sexism in remote collaboration in student teams. 183–189. 1 indexed citations
19.
Connolly, Cornelia & Nicola Marsden. (2016). Constructivism in Computer Mediated Communication – Digital Learning, a Software Engineering Module. European Journal of Open Distance and E-Learning. 19(2). 1 indexed citations
20.
Connolly, Cornelia, et al.. (2007). Second Chance Learners, Supporting Adults Learning Computer Programming. 7 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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2026