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.
Teachers’ agency and online education in times of crisis
2021144 citationsCrina Damşa, Malcolm Langford et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Crina Damşa'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 Crina Damşa with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Crina Damşa more than expected).
This network shows the impact of papers produced by Crina Damşa. 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 Crina Damşa. The network helps show where Crina Damşa may publish in the future.
Co-authorship network of co-authors of Crina Damşa
This figure shows the co-authorship network connecting the top 25 collaborators of Crina Damşa.
A scholar is included among the top collaborators of Crina Damşa 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 Crina Damşa. Crina Damşa is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Damşa, Crina, Christoph Richter, Heidrun Allert, et al.. (2020). Learning in Unbounded Landscapes Conceptualizations and Design From an Ecological Perspective.. ICLS.3 indexed citations
7.
Markauskaitė, Lina, Hanni Muukkonen, Crina Damşa, Kate Thompson, & Peter Reimann. (2020). Researching the ecologies of interdisciplinary learning. International Conference of Learning Sciences.1 indexed citations
Damşa, Crina. (2019). Learning with digital technologies in higher education. Duo Research Archive (University of Oslo). 9(1). 5.5 indexed citations
10.
Gresalfi, Melissa, Corey Brady, Crina Damşa, et al.. (2019). Theorizing and Measuring Collective Productive Disciplinary Engagement. Duo Research Archive (University of Oslo).1 indexed citations
11.
Berg, Yngvar, et al.. (2018). Innovating Assessment Practices Using Automated Feedback in Software in Computer Science Education. Duo Research Archive (University of Oslo). 2128.
12.
Pargman, Teresa Cerratto, Isa Jahnke, Crina Damşa, Miguél Nussbaum, & Roger Säljö. (2017). Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching. Computer Supported Collaborative Learning. 905–908.1 indexed citations
13.
Damşa, Crina. (2015). Co-Construction of Knowledge Objects in Computer Engineering Education.. Computer Supported Collaborative Learning.2 indexed citations
14.
Damşa, Crina. (2014). Shared Epistemic Agency and Agency of Individuals, Collaborative Groups, and Research Communities.. ICLS.2 indexed citations
15.
Damşa, Crina & Sten Ludvigsen. (2011). Learning Through Collaborative Creation of Knowledge Objects in Teacher Education.. Computer Supported Collaborative Learning.1 indexed citations
16.
Damşa, Crina, et al.. (2008). Intramuscular olanzapine in patients with schizophrenia: an observational study in an emergency room.. PubMed. 209–16.8 indexed citations
Arno, Patricia, et al.. (1995). Psychophysical Study of Sensory Substitution of Visual-patterns By Complex Auditory Signals in Real-time. Pflügers Archiv - European Journal of Physiology. 429(4).1 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.