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.
Factors affecting technology integration in K-12 classrooms: a path model
2009512 citationsFethi A. Inan et al.Educational Technology Research and Developmentprofile →
Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course
This map shows the geographic impact of Fethi A. Inan'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 Fethi A. Inan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Fethi A. Inan more than expected).
This network shows the impact of papers produced by Fethi A. Inan. 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 Fethi A. Inan. The network helps show where Fethi A. Inan may publish in the future.
Co-authorship network of co-authors of Fethi A. Inan
This figure shows the co-authorship network connecting the top 25 collaborators of Fethi A. Inan.
A scholar is included among the top collaborators of Fethi A. Inan 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 Fethi A. Inan. Fethi A. Inan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Inan, Fethi A., et al.. (2017). The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course. International journal on e-learning. 16(1). 23–32.34 indexed citations
6.
Inan, Fethi A., et al.. (2016). Internet Use and Cybersecurity Concerns of Individuals with Visual Impairments.. Educational Technology & Society. 19(1). 28–40.15 indexed citations
Bolliger, Doris U., Fethi A. Inan, & Oksana Wasilik. (2014). Development and Validation of the Online Instructor Satisfaction Measure (OISM). Educational Technology & Society. 17(2). 183–195.45 indexed citations
9.
Flores, Raymond & Fethi A. Inan. (2014). Examining the Impact of Adaptively Faded Worked Examples on Student Learning Outcomes. The Journal of Interactive Learning Research. 25(4). 467–485.4 indexed citations
10.
Flores, Raymond, Fethi A. Inan, & Zhangxi Lin. (2013). How do the Different Types of Computer Use Affect Math Achievement. Journal of Computers in Mathematics and Science Teaching. 32(1). 67–87.1 indexed citations
11.
Inan, Fethi A., et al.. (2013). Students’ Perceived Feelings of Connectedness in Online Community College Mathematics Courses. Society for Information Technology & Teacher Education International Conference. 2013(1). 424–427.1 indexed citations
12.
Flores, Raymond, et al.. (2012). The Impact of Adapting Content for Students with Individual Differences. Educational Technology & Society. 15(3). 251–261.11 indexed citations
Cheon, Jongpil, et al.. (2011). Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction. Journal of educational multimedia and hypermedia. 20(2). 117–133.3 indexed citations
15.
Inan, Fethi A., et al.. (2011). Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment. The Journal of Interactive Learning Research. 22(4). 467–489.1 indexed citations
16.
Inan, Fethi A., et al.. (2010). ASSISTIVE TECHNOLOGIES FOR STUDENTS WITH DISABILITIES: A SURVEY OF ACCESS AND USE IN TURKISH UNIVERSITIES. OpenMETU (Middle East Technical University). 9(2). 40–45.34 indexed citations
17.
Yükseltürk, Erman & Fethi A. Inan. (2006). Examining the Factors Affecting Student Dropout in an Online Certificate Program. DergiPark (Istanbul University).25 indexed citations
18.
Yükseltürk, Erman & Fethi A. Inan. (2004). Factors Affecting Online Certificate Program Dropouts. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 2253–2273.3 indexed citations
19.
Inan, Fethi A. & Michael M. Grant. (2004). Applications of Adaptive Technologies in Online Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 2701–2706.2 indexed citations
20.
Inan, Fethi A. & Erman Yükseltürk. (2004). Student perception and satisfaction in Online Certificate Courses. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2004(1). 314–318.1 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.