David Hung
About
In The Last Decade
David Hung
114 papers receiving 1.7k citations
Peers
Comparison fields: 5 of 140
- Education 1.0k
- Developmental and Educational Psychology 686
- Computer Science Applications 271
- Information Systems 266
- Sociology and Political Science 200
Countries citing papers authored by David Hung
This map shows the geographic impact of David Hung'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 David Hung with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites David Hung more than expected).
Fields of papers citing papers by David Hung
This network shows the impact of papers produced by David Hung. 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 David Hung. The network helps show where David Hung may publish in the future.
Co-authorship network of co-authors of David Hung
This figure shows the co-authorship network connecting the top 25 collaborators of David Hung. A scholar is included among the top collaborators of David Hung 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 David Hung. David Hung is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 6 | |
| 2 | 3 | |
| 3 | 1 | |
| 4 | Peer Apprenticeship Learning in Networked Learning Communities: The Diffusion of Epistemic Learning. | 1 |
| 5 | Sustaining research innovations in educational technology through communities of practice | 2 |
| 6 | A Journey on Refining Rules for Online Discussion: Implications for the Design of Learning Management Systems. | 14 |
| 7 | Learning on-demand via technologies that facilitate mobility: The issues of relevancy and access | 1 |
| 8 | How the Internet Facilitates Learning as Dialog: Design Considerations for Online Discussions. | 17 |
| 9 | 1 | |
| 10 | Supporting Problem Solving with Case-Stories Learning Scenario and Video- based Collaborative Learning Technology | 14 |
| 11 | Conceptualizing a Framework for Design of Online Communities | 7 |
| 12 | Supporting Current Pedagogical Approaches with Neuroscience Research | 6 |
| 13 | Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology | 66 |
| 14 | Bringing Communities of Practice into Schools: Implications for Instructional Technologies from Vygotskian Perspectives. | 22 |
| 15 | Understanding how thriving internet quasi-communities work: Distinguishing between learning about and learning to be | 13 |
| 16 | Differentiating between Communities of Practices (CoPs) and Quasi-Communities: Can CoPs exist Online? | 13 |
| 17 | Design principles for web-based learning: Implications from Vygotskian thought | 40 |
| 18 | Constructivism and E-Learning: Balancing between the Individual and Social Levels of Cognition. | 52 |
| 19 | Activity Theory as a Framework for Project Work in Learning Environments | 31 |
| 20 | Cost and Effectiveness of an Educational Program for Autistic Children Using a Systems Approach. | 4 |
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.