Greet Langie

1.0k total citations · 1 hit paper
54 papers, 636 citations indexed

About

Greet Langie is a scholar working on Education, Media Technology and Developmental and Educational Psychology. According to data from OpenAlex, Greet Langie has authored 54 papers receiving a total of 636 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 15 papers in Media Technology and 8 papers in Developmental and Educational Psychology. Recurrent topics in Greet Langie's work include Engineering Education and Curriculum Development (12 papers), Higher Education Learning Practices (11 papers) and Theoretical and Computational Physics (7 papers). Greet Langie is often cited by papers focused on Engineering Education and Curriculum Development (12 papers), Higher Education Learning Practices (11 papers) and Theoretical and Computational Physics (7 papers). Greet Langie collaborates with scholars based in Belgium, Ireland and United Kingdom. Greet Langie's co-authors include Maarten Pinxten, Heidi Knipprath, Carolien Van Soom, Tinne De Laet, Jolien De Meester, Mieke De Cock, Wim Dehaene, Stijn Ceuppens, Luc Hellinckx and Haydée De Loof and has published in prestigious journals such as SHILAP Revista de lepidopterología, Physical review. B, Condensed matter and Journal of Physics Condensed Matter.

In The Last Decade

Greet Langie

42 papers receiving 588 citations

Hit Papers

Integrated STEM Education: A Systematic Review of Instruc... 2018 2026 2020 2023 2018 100 200 300
What are hit papers?

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.

  1. Integrated STEM Education: A Systematic Review of Instructional Practices in Secondary Education
    2018 312 citations Lieve Thibaut, Stijn Ceuppens et al. profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Greet Langie Belgium 11 363 118 90 69 66 54 636
Ioannis A. Tsoukalas Greece 16 248 0.7× 152 1.3× 82 0.9× 40 0.6× 125 1.9× 69 891
Eric Burkholder United States 12 192 0.5× 63 0.5× 39 0.4× 51 0.7× 20 0.3× 45 453
Sahana Murthy India 17 457 1.3× 231 2.0× 211 2.3× 190 2.8× 107 1.6× 79 947
Jennifer Lock Canada 17 553 1.5× 198 1.7× 114 1.3× 21 0.3× 114 1.7× 107 949
Chandra Turpen United States 16 659 1.8× 205 1.7× 47 0.5× 196 2.8× 33 0.5× 70 944
Åke Ingerman Sweden 13 322 0.9× 133 1.1× 34 0.4× 72 1.0× 17 0.3× 40 538
Jonte Bernhard Sweden 15 391 1.1× 160 1.4× 39 0.4× 356 5.2× 44 0.7× 93 1.1k
Paula R. L. Heron United States 22 1.2k 3.2× 452 3.8× 27 0.3× 233 3.4× 40 0.6× 64 1.5k
Gabriela C. Weaver United States 14 679 1.9× 145 1.2× 29 0.3× 156 2.3× 48 0.7× 38 1.0k
Paul Horwitz United States 14 345 1.0× 314 2.7× 94 1.0× 42 0.6× 53 0.8× 64 781

Countries citing papers authored by Greet Langie

Since Specialization
Citations

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

Fields of papers citing papers by Greet Langie

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Greet Langie

This figure shows the co-authorship network connecting the top 25 collaborators of Greet Langie. A scholar is included among the top collaborators of Greet Langie 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 Greet Langie. Greet Langie 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.
2.
Laet, Tinne De, et al.. (2024). Unveiling the competencies at the core of lifelong learning: A systematic literature review. Educational Research Review. 45. 100646–100646. 3 indexed citations
3.
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Langie, Greet, et al.. (2023). Students’ Perceptions of Low Stakes Positioning Tests at the Start of Higher STEM Education: A Mixed Methods Approach. International Journal of Education in Mathematics Science and Technology. 11(5). 1094–1112. 1 indexed citations
5.
Langie, Greet, et al.. (2022). Lifelong learning as an explicit part of engineering programmes: what can we do as educators?. QRU Quaderns de Recerca en Urbanisme. 774–781. 1 indexed citations
6.
Pinxten, Maarten, et al.. (2021). Different roles, different demands. A competency-based professional roles model for early career engineers, validated in industry and higher education. European Journal of Engineering Education. 47(1). 144–163. 20 indexed citations
7.
Saunders-Smits, Gillian, et al.. (2021). Comparison of first-year student conceptions of their future roles as engineers between Belgium, Ireland, and The Netherlands. International Journal of Mechanical Engineering Education. 50(3). 648–666.
8.
Pinxten, Maarten, et al.. (2020). Exploring professional roles for early career engineers: a systematic literature review. European Journal of Engineering Education. 46(2). 266–286. 20 indexed citations
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Pinxten, Maarten, et al.. (2019). Purposeful delay and academic achievement. A critical review of the Active Procrastination Scale. Learning and Individual Differences. 73. 42–51. 24 indexed citations
11.
Laet, Tinne De, et al.. (2018). Study success of transfer students in Engineering Technology: The effect of a MOOC and a math diagnostic test. 1 indexed citations
12.
Knipprath, Heidi, Fien Depaepe, Johan Deprez, et al.. (2018). STEM Education in Flanders: How STEM@school Aims to Foster STEM Literacy and a Positive Attitude towards STEM. IEEE Instrumentation & Measurement Magazine. 21(3). 36–40. 22 indexed citations
13.
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Meester, Jolien De, et al.. (2016). Integrated STEM in secondary education: A case study. Lirias (KU Leuven). 4 indexed citations
15.
Langie, Greet, et al.. (2014). Design and implementation of multi-campus, modular master classes in biochemical engineering. European Journal of Engineering Education. 40(4). 400–409.
16.
Langie, Greet, et al.. (2013). Replacement of a clicker system by a mobile device audience response system. Lirias (KU Leuven). 1–8. 5 indexed citations
17.
Rediers, Hans, et al.. (2013). Implementation of multi-campus engineering education through modules of different research expertises. Lirias (KU Leuven). 1–8.
18.
Langie, Greet, et al.. (2010). The non-traditional student in the lab: needs and stumbling blocks. Lirias (KU Leuven).
19.
Langie, Greet, et al.. (2002). Practical physics in theory and practice: “we” go for it. Lirias (KU Leuven). 1 indexed citations
20.
Bukman, Dirk Jan, et al.. (1993). Effective potential for adsorption. Physical review. B, Condensed matter. 47(3). 1577–1579. 9 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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