Diler Öner

539 total citations
25 papers, 348 citations indexed

About

Diler Öner is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Diler Öner has authored 25 papers receiving a total of 348 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 13 papers in Developmental and Educational Psychology and 9 papers in Computer Science Applications. Recurrent topics in Diler Öner's work include Innovative Teaching and Learning Methods (10 papers), Mathematics Education and Teaching Techniques (6 papers) and Education and Technology Integration (5 papers). Diler Öner is often cited by papers focused on Innovative Teaching and Learning Methods (10 papers), Mathematics Education and Teaching Techniques (6 papers) and Education and Technology Integration (5 papers). Diler Öner collaborates with scholars based in Türkiye and United States. Diler Öner's co-authors include Emine Adadan and Gerry Stahl and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Teacher Education and Education and Information Technologies.

In The Last Decade

Diler Öner

25 papers receiving 330 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Diler Öner Türkiye 12 240 147 94 56 23 25 348
Florencia Gómez Zaccarelli Chile 9 245 1.0× 222 1.5× 61 0.6× 94 1.7× 49 2.1× 18 408
Susanne Kjällander Sweden 9 154 0.6× 72 0.5× 69 0.7× 88 1.6× 36 1.6× 23 269
Irina Engeness Norway 10 196 0.8× 91 0.6× 92 1.0× 112 2.0× 20 0.9× 33 347
Eva Norén Sweden 6 142 0.6× 111 0.8× 194 2.1× 56 1.0× 19 0.8× 35 327
Bettina Dahl Denmark 9 215 0.9× 77 0.5× 40 0.4× 38 0.7× 27 1.2× 42 302
Poonam Arya United States 12 296 1.2× 138 0.9× 19 0.2× 57 1.0× 38 1.7× 29 397
Ritsuko Oshima Japan 9 185 0.8× 248 1.7× 118 1.3× 39 0.7× 14 0.6× 34 346
Gary J. Senn United States 4 242 1.0× 132 0.9× 26 0.3× 28 0.5× 13 0.6× 8 306
Harini Raval Netherlands 4 419 1.7× 67 0.5× 40 0.4× 115 2.1× 19 0.8× 7 515
Vinesh Chandra Australia 10 230 1.0× 68 0.5× 64 0.7× 79 1.4× 37 1.6× 30 327

Countries citing papers authored by Diler Öner

Since Specialization
Citations

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

Fields of papers citing papers by Diler Öner

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Diler Öner

This figure shows the co-authorship network connecting the top 25 collaborators of Diler Öner. A scholar is included among the top collaborators of Diler Öner 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 Diler Öner. Diler Öner 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.
Öner, Diler, et al.. (2024). Immersive Virtual Field Trips to Enhance Inquiry-Based Learning on Climate Change. Proceedings.. 1362–1365. 2 indexed citations
2.
Öner, Diler, et al.. (2023). An investigation of using elaborated and metacognitive feedback strategies in interactive instructional videos. Journal of Educational Technology and Online Learning. 6(4). 991–1008. 1 indexed citations
3.
Öner, Diler, et al.. (2022). The Role of a Virtual Internship in Developing Preservice Teachers’ Technological Pedagogical Content Knowledge. DergiPark (Istanbul University). 39-1(1). 81–104. 1 indexed citations
4.
Öner, Diler, et al.. (2022). EXPLORING UNIVERSITY STUDENTS’ LEARNING EXPERIENCES IN THE COVID-19 SEMESTER THROUGH THE COMMUNITY OF INQUIRY FRAMEWORK. Turkish Online Journal of Distance Education. 23(1). 1–18. 8 indexed citations
5.
Öner, Diler, et al.. (2020). Developing Middle School Students’ Computational Thinking Skills Using Unplugged Computing Activities. Informatics in Education. 19(1). 1–13. 44 indexed citations
6.
Öner, Diler, et al.. (2019). Investigation of the Development of van Hiele Levels of Geometric Thinking in a Computer Supported Collaborative Learning (CSCL) Environment. SHILAP Revista de lepidopterología. 15(2). 473–490. 3 indexed citations
7.
Öner, Diler. (2018). Design of a Virtual Internship to Develop Technological Pedagogical Content Knowledge.. ICLS. 1 indexed citations
8.
Adadan, Emine & Diler Öner. (2018). Examining Preservice Teachers’ Reflective Thinking Skills in the context of Web-Based Portfolios: The Role of Metacognitive Awareness. ˜The œAustralian journal of teacher education. 43(11). 26–50. 19 indexed citations
9.
Öner, Diler, et al.. (2016). An Examination of Turkish Middle School Students’ Proportional Reasoning. DergiPark (Istanbul University). 8 indexed citations
10.
Öner, Diler. (2016). Tracing the change in discourse in a collaborative dynamic geometry environment: From visual to more mathematical. International Journal of Computer-Supported Collaborative Learning. 11(1). 59–88. 15 indexed citations
11.
Öner, Diler & Emine Adadan. (2016). Are integrated portfolio systems the answer? An evaluation of a web-based portfolio system to improve preservice teachers’ reflective thinking skills. Journal of Computing in Higher Education. 28(2). 236–260. 24 indexed citations
12.
Öner, Diler. (2015). Öğretmenin Bilgisi Özel bir Bilgi midir? Öğretmek için Gereken Bilgiye Kuramsal bir Bakış1. DergiPark (Istanbul University). 1 indexed citations
13.
Öner, Diler, et al.. (2014). Use of webquest design for inservice teacher professional development. Education and Information Technologies. 21(2). 319–347. 14 indexed citations
14.
Adadan, Emine & Diler Öner. (2014). Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”. Research in Science Education. 44(6). 829–858. 28 indexed citations
15.
Stahl, Gerry & Diler Öner. (2013). Resources for Connecting Levels of Learning.. Computer Supported Collaborative Learning. 454–461. 4 indexed citations
16.
Öner, Diler. (2013). Analyzing group coordination when solving geometry problems with dynamic geometry software. International Journal of Computer-Supported Collaborative Learning. 8(1). 13–39. 18 indexed citations
17.
Öner, Diler & Emine Adadan. (2011). Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education. Journal of Teacher Education. 62(5). 477–492. 55 indexed citations
18.
Öner, Diler. (2009). The Role of Dynamic Geometry Software in High School Geometry Curricula: An Analysis of Proof Tasks.. International Journal for Technology in Mathematics Education. 16(3). 109–121. 3 indexed citations
19.
Öner, Diler. (2008). A Comparative Analysis of High School Geometry Curricula: What Do Technology-Intensive, Standards-Based, and Traditional Curricula Have to Offer in Terms Mathematical Proof and Reasoning?. Journal of Computers in Mathematics and Science Teaching. 27(4). 467–497. 1 indexed citations
20.
Öner, Diler. (2008). Supporting students’ participation in authentic proof activities in computer supported collaborative learning (CSCL) environments. International Journal of Computer-Supported Collaborative Learning. 3(3). 343–359. 20 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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