Fleur Prinsen

772 total citations
23 papers, 480 citations indexed

About

Fleur Prinsen is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Fleur Prinsen has authored 23 papers receiving a total of 480 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 13 papers in Developmental and Educational Psychology and 8 papers in Computer Science Applications. Recurrent topics in Fleur Prinsen's work include Innovative Teaching and Learning Methods (11 papers), Online and Blended Learning (9 papers) and E-Learning and Knowledge Management (4 papers). Fleur Prinsen is often cited by papers focused on Innovative Teaching and Learning Methods (11 papers), Online and Blended Learning (9 papers) and E-Learning and Knowledge Management (4 papers). Fleur Prinsen collaborates with scholars based in Netherlands, United Kingdom and United States. Fleur Prinsen's co-authors include J. Terwel, Monique Volman, Marco Kalz, Stefaan Ternier, Marcus Specht, Maarten de Laat, Pieter van den Eeden, Mariëtte de Haan, Kevin M. Leander and Antoine van den Beemt and has published in prestigious journals such as Computers & Education, British Journal of Educational Psychology and British Journal of Educational Technology.

In The Last Decade

Fleur Prinsen

19 papers receiving 434 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Fleur Prinsen Netherlands 11 281 206 105 90 76 23 480
Kati Mäkitalo Finland 11 314 1.1× 192 0.9× 108 1.0× 67 0.7× 95 1.3× 14 525
Younghee Woo United States 5 392 1.4× 234 1.1× 107 1.0× 75 0.8× 109 1.4× 10 565
Manoli Pifarré Spain 12 311 1.1× 302 1.5× 126 1.2× 56 0.6× 91 1.2× 41 556
Jung Won Hur United States 12 314 1.1× 135 0.7× 105 1.0× 108 1.2× 91 1.2× 33 515
Kim Issroff United Kingdom 8 287 1.0× 214 1.0× 162 1.5× 95 1.1× 85 1.1× 18 514
Paul Resta United States 11 384 1.4× 282 1.4× 158 1.5× 108 1.2× 134 1.8× 45 692
R. Keith Sawyer 3 308 1.1× 268 1.3× 57 0.5× 46 0.5× 111 1.5× 3 556
William Sugar United States 14 428 1.5× 104 0.5× 144 1.4× 81 0.9× 85 1.1× 37 648
Erica R. Hamilton United States 9 381 1.4× 85 0.4× 123 1.2× 92 1.0× 49 0.6× 29 558
Lori Takeuchi United States 8 325 1.2× 135 0.7× 130 1.2× 171 1.9× 79 1.0× 13 469

Countries citing papers authored by Fleur Prinsen

Since Specialization
Citations

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

Fields of papers citing papers by Fleur Prinsen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Fleur Prinsen

This figure shows the co-authorship network connecting the top 25 collaborators of Fleur Prinsen. A scholar is included among the top collaborators of Fleur Prinsen 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 Fleur Prinsen. Fleur Prinsen 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.
Prinsen, Fleur, et al.. (2024). Effective student engagement with blended learning: A systematic review. Heliyon. 10(23). e39439–e39439. 7 indexed citations
2.
Hummel, Hans, et al.. (2020). Inventaris van instrumenten voor evidence-informed onderwijsinnovatie met ICT. VU Research Portal.
3.
Prinsen, Fleur, et al.. (2019). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional Development in Education. 46(3). 482–499. 37 indexed citations
4.
Specht, Marcus, et al.. (2017). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education. 118. 38–55. 116 indexed citations
5.
Prinsen, Fleur. (2016). Supporting Inquiry Learning as a Practice: A Practice Perspective on the Challenges of IBL Design, Implementation and Research Methodology.. ICLS.
6.
Rusman, Ellen, Fleur Prinsen, & Marjan Vermeulen. (2016). Unraveling networked learning initiatives. Proceedings of the International Conference on Networked Learning. 10. 234–241.
7.
Meijs, Celeste, Fleur Prinsen, & Maarten de Laat. (2016). Social learning as approach for teacher professional development; how well does it suit them?. Educational Media International. 53(2). 85–102. 11 indexed citations
8.
Prinsen, Fleur, Mariëtte de Haan, & Kevin M. Leander. (2015). Networked Identity. Young. 23(1). 19–38. 7 indexed citations
9.
Prinsen, Fleur, et al.. (2015). User-driven development of an inquiry-based learning platform: Formative evaluations in weSPOT. Data Archiving and Networked Services (DANS). 23. 122–139. 1 indexed citations
10.
Beemt, Antoine van den, et al.. (2014). Investigating the social configuration of a community to understand how networked learning activities take place. Proceedings of the International Conference on Networked Learning. 9. 261–270.
11.
Prinsen, Fleur, et al.. (2014). User-driven Development of an Inquiry-Based Learning Platform: Qualitative Formative Evaluations in weSPOT. Interaction design & architecture(s). 122–139. 3 indexed citations
12.
Beemt, Antoine van den, et al.. (2014). Investigating the social configuration of a community to understand how networked learning activities take place: The OERu case study. Loughborough University Institutional Repository (Loughborough University). 32(14). 261–270. 2 indexed citations
13.
Beemt, Antoine van den, et al.. (2014). An investigation into social learning activities by practitioners in open educational practices. The International Review of Research in Open and Distributed Learning. 15(4). 28 indexed citations
14.
Laat, Maarten de & Fleur Prinsen. (2014). Social Learning Analytics: Navigating the Changing Settings of Higher Education.. DSpace (Open University in the Netherlands). 9. 51–60. 18 indexed citations
15.
Kalz, Marco, Dirk Börner, Stefaan Ternier, et al.. (2014). Mobile inquiry-based learning for sustainability education in secondary schools. 18. 644–646. 4 indexed citations
16.
Haan, Mariëtte de, et al.. (2014). Challenging ideals of connected learning: the networked configurations for learning of migrant youth in the Netherlands. Learning Media and Technology. 39(4). 507–535. 18 indexed citations
17.
Prinsen, Fleur, J. Terwel, Bonne J. H. Zijlstra, & Monique Volman. (2012). The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families. Educational Research and Evaluation. 19(1). 39–57. 3 indexed citations
18.
Prinsen, Fleur, Monique Volman, J. Terwel, & Pieter van den Eeden. (2008). Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit?. Computers & Education. 52(1). 113–125. 34 indexed citations
19.
Prinsen, Fleur, Monique Volman, & J. Terwel. (2007). The influence of learner characteristics on degree and type of participation in a CSCL environment. British Journal of Educational Technology. 38(6). 1037–1055. 68 indexed citations
20.
Beishuizen, J.J., Jessica J. Asscher, Fleur Prinsen, & M. Elshout-Mohr. (2003). Presence and place of main ideas and examples in study texts. British Journal of Educational Psychology. 73(3). 291–316. 15 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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